SYLLABUS 



IN 



MODERN 

EUROPEAN 

HISTORY 



A Syllabus in Modern European 

History from Charlemagne 

to the Present 

(800-1920) 



by 



William Thomas Morgan 

Associate Professor of European History 

in Indiana University 



Assisted by 



Prescott W. Townsend 
Instructor in History 
in Indiana University. 



INDIANA UNIVERSITY. 



1920 



Copyright, 1920, T' i n'^ 
by INDIANA UNIVERSITY. . 1 vj '/ 



Preface 



The present Syllabus lays little claim to originality, particularly in the 
appendices. It is an outgrowth of three years experience with the Syllabus 
by Professor C. J. H. Hayes, while at Columbia, and the Columbia University 
Press has kindly granted us permission to use such portions of this syllabus 
as we desired. Much use has been made in places of Professor Clarence 
Perkins' Syllabus on Modern European History, and valuable suggestions 
have been taken from the Syllabi of Professors Paetow, Burr, Thompson, 
Foster and Fay and others. 

The idea of outlining each days lesson as the unit is, we think, peculiar 
to the present Syllabus as are the suggestive questions at the end of each 
days assignment. The aim throughout has been to give point to the work 
of each day. Considerable pains have been spent upon the sections on note 
taking and the term essay, which in our estimation, are among the most 
valuable things to be taught in the course. 

The purpose of this new excursion into an old field is only another serious 
attempt to guide the bewildered college youth carefuUy through the maze of 
facts, essential and unessential, in his first college course in history. It is 
hoped that this manual may also prove of some assistance to overworked 
instructors in their overcrowded classes of the present day. 

Indiana University, W. T. MORGAN. 

August 18, 1920. 



NOV -4 1920 
0)CI,A601388 



Table of Contents 



PAGE 

Suggestions ; ' 4 

Note-taking 5 

Abbreviation of book titles ; 8 

I Outline of the Middle Ages 11-23 

1. Political developments 11 

2. Economic and social conditions '. . . 14 

3. Religious Life of the Middle Ages •. 18 

4. Medieval Culture and the Renaissance 21 

II The Sixteenth Century (1453-1598) 24-35 

1. Political progress and events 24 

2. The Commercial Revolution , 29 

3. The Protestant Revolt 33 

III The Seventeenth Century (1598-1689) 3&-43 

1. Rise of Absolutism in France 36 

2. Development of Parliamentary Government in England .... 40 

IV The Eighteenth Century (1689-1789) 44-52 

1. Colonial Rivalry of France and England 44 

2. The Rise of Russia and Prussia 46 

3. Dynastic and Colonial Rivalry 49 

V A Summary of Progress (1500-1800) 52-55 

VI The French Revolution (1789-1795) 56-60 

VII The Napoleonic Era (1795-1815) 61-64 

VIII The Industrial Revolution (1775-1825) 65-71 

IX The Era of Metternieh (1815-1830) 72-73 

X Struggles of the Liberals (1830-1848) 74-76 

XI The Period of Nationalism (1848-1871) 77-78 

XII The "Era of the Benevolent Bourgeoisie" (1871-1914) 79-111 

XIII The Great War and Reconstruction (1914-1920) . .112-113 

Appendix I— Map Studies 114-134 

Appendix II — Evolution of English Parliament 135-136 

Appendix III — Book Reviews 136-138 

Appendix IV— The Term Essay 138-144 

Appendix V — Lists of Questions . 144-154 



Syllabus for Modern European History 

(History I) 
SUGGESTIONS 

Req wired books and apparatus for History I. 

1. S. B. Harding, Essentials in Medieval History (800-1500). 

2. E. P. Cheyney, Social and Industrial History of England. 

3. C. J. H. Hayes, Political and Social History of Modern Europe, v. 1. 

4. J. S. Schapiro, Modern and Contemporary European History. 

5. Ramsay Muir, Hammond's New Historical Atlas for Students (4th ed.). 

6. A loose-leaf notebook with pages 8 x 103^ inches. 

7. Envelope of maps for History I, and box of water colors or crayons. 
These books are really indispensable for the student in the course, and 

he will save himself a great deal of unnecessary work if he invests at once 
in all of these books except Schapiro and Cheyney. With each lesson in 
this course as outlined in the Syllabus are given required and recommended 
readings, from which the student can choose a certain number of topics 
for wider reading as he pleases. Additional references on any desired sub- 
ject may readily be found by referring to the chapter bibliographies in the 
texts required. 

General 

Informal lectures explanatory of the Syllabus, recitations based upon 
assigned readings, and informal map exercises make up the class-room work. 
Bring your difficulties (historical) to class to be discussed. On the assigned 
work and the lectures, the student should take notes in ink, and be pre- 
pared to submit them for inspection at any time. In this Syllabus the student 
will find the following: 

1. A brief synopsis of each day's assignment. 

2. A list of required and recommended readings for that day. 

3. General and specific directions for map studies. 

4. Extended directions for note-taking and book reviews. 

5. Elaborate explanations for preparing the term essay. 

6. Suggestive daily questions, typical hour examinations, final examina- 
tions and review questions, for each semester's work. 

The student should make constant use of the suggestions in the Syllabus 
which are intended to act as his guide and to save him endless trouble. 

If he wiU be so kind and thoughtful as to carry out the following sug- 
gestions, he will render himself and his instructor a real service. 
I Direction.-* for Written Work. 

1. Please write in ink all notebook work, class quizzes and examina- 
tions. Write on regular 8 x 10^ note paper or examination blanks. 

2. Kindly see to it that your name is written legibly upon the upper 
right hand corner of all written exercises handed to the instructor. 

3. In answering any list of questions, separate your answers to all 
questions. Unless otherwise directed, always answer all questions. 
Dates and specific facts are ahvays welcome if they are germane to 
the question. 



SvT.LAnr.s OF Modern European History 5 

4. Always hand in various exercises, such as maps, notebooks, and 
written essays separately. 

5. Please hand in on time all written exercises of any kind; otherwise 
only half credit may be given for your exercise. 

This course meets three time a week, and the normal weekly assignment 
is about 100 pages, or somewhat less when a map exercise is required. 
Written tests are always in order at the will of the instructor. 

ir Thk Ratinc of the Student. 

1 . Four things are considered when rating a student : 

a. Daily recitation record. 

b. Notebook ,map exercises, and other written work required. 

c. Regular monthly tests and periodical quizzes. 

d. The final examination. 

2. The greatest emphasis will be placed upon the student's daily record. 

Ill How TO Study: 

Suppose, for purposes of illustration, that the instructor assigns for the 
next recitation-period the topic "Agriculture in the fifteenth century." 
(Syllahus, p. 14). The student should first familiarize himself thoroughly 
with the sub-topics in the underscored section of the Syallabiis. 

Then he should read slowly and thoughtfully the text narrative — Vol. I 
28-36, of Hayes, — he should at the same time retain in mind the sub-topics 
of the Syllabus and notice attentively the drawing of the manor in the atlas 
(either Shepherd, p. 104 or Muir, diagram xxvi — preferably the former). 
Next he should fill in gaps between Syllabus text-book and atlas, by reading 
the designated pages of Cheyney's Industrial and Social History of England 
or whatever collateral reading has been assigned him by the instructor 
Having thus familiarized himself with the headings in the Syllabus 
and having thoughtfully read once the required reading, the students should 
take notes in manner described in the following paragraph. And to test 
his knowledge, he should close his books, transform every statement in 
the Syllabus into a question, and endeavor to give himself clear and full 
answers to the questions asked. Another excellent method of preparing 
work on a topic is to answer one of the suggestive questions in two hundred 
words. In all historical study, an atlas should ever be at hand. Important 
dates in the S^Jllabus should be memorized. Every student will find it 
decidedly to his advantage to prepare time lessons regularly and in advance. 
It is presumed that for each hour in the class-room the average student 
will spend two hours in study. As general advice, it may be well to keep 
in mind the much-preached but little-heeded truth that aU study is valueless 
without strict mental concentration and discipline, and to remember in a 
special way that proper historical study involves : first, visualizing ; secondly, 
memorizing; thirdly, discriminating and fourthly, using "common sense". 
What one should derive from thorough historical study is criticism without 
cynicism and human sympathy without hero-AVorship. 

V How TO Prepare the Notebook. 

1. Be sure to place the general topic subject (e. g. "Medieval Agricul- 
ture" at the top of each and every page, and to indicate the author, 
title, and exact pages of the book being outlined. 



6 Indiana University 

2. After a little practice the student ought to be able to condense from 
five to ten pages of text into one page of notes. 

3. Subordinate topics ought to be indicated by an indentation of about 
a third to a quarter of an inch. Whenever possible statements 

should be condensed into one Hne in order to preserve the outline 
form. 

4. The notebook should be kept strictly up-to-date. 

5. The following instructions should be studied and carefuUy followed 
out. 

In order to insure a habit of logical arrangement of facts gained from the 
printed page, the student will be required to keep in a regulation note-nook 
the digest of the text and of class lectures which will be examined at intervals 
by the instructor, at least for a portion of the year. In summarizing the 
text the student is expected to condense into the fewest words possible the 
important facts or suggestions, arranging them topically according to the 
Syllabus with sub-topics in outline form to show the relation of one to an- 
other. That the method of outlining may be understood, the student should 
turn again to the Syllabus, 9-10, and to Hayes I. 28-36, and then notice 
how the following summary corresponds : • 



Hayes, 

I. 27-33. A. SOCIAL AND ECONOMIC LIFE OF MIDDLE AGES. 
I. Medieval Agriculture. 

1. Majority of people in country, not in town. 

a. Wealth in lands, not in stocks and bonds. 

b. Towns as yet small and few. 

Uniformity throughout Europe; Germany, Hungary, 
France, England.. 

2. Proprietors of land; landed aristocracy or nobility. 

a. Owed duties to king or fellow-noblemen. Held 
land of them. 

b. Supported by peasants living on estate (manors), 
e. Wealth and honors. 

d. Reason for pre-eminence of nobility. 

1. In earlier times, defended peasants, preserved 
peace. 

2. Continued by right of inheritance to enjoy finan- 
cial income and social prestige. 

e. Decline in feudalism. 

1. In national monarchies, king supplanting nobles 
as source of peace and order. 

2. Nobles being drawn to royal court. "The 
nobility had outlived its usefulness, yet it 
retained its old-time privileges." 

3. Workers of land; peasantry. 
a.. Serfs. 

1. Numerous in early middle ages; lessening 
numbers by 1,500. 



Syllabus op Modern European History 7 

2. Differed from slaves, hired men, and rent-paying 
tenant farmers. 

3. Free to work for self part time; no wages; 
"attached to soil." 

4. Obligations of serf to lord-work 2 or 3 days, 
"boon-days dues 'in kind', " "banalities," 
"heriot," "relief," etc. 

a. Free-Tenants. 

1. Increasing in numbers. 

2. Paid regular dues to lord, but usually not 
obhged to work 2 or 3 days for him, and free to~ 
move. 

c. Hired laborer. — Worked for fixed wages on lord's 
land, (demesne). 

d. Metayers (France); Stock-and-land lessees (Eng- 
land); worked farms "on shares." 

. 4. Steady decline of serfdom. 

a. Obligations of serfdom too galling for serf; unpro- 
fitable for lord. 

b. In England, "inclosures" for sheep raising. 

c. Survival of serfdom in 19th century: Prussia, 
Austria, Russia. 

The above specimen outline is simply a topical outline of the textbook 
in the order of the Syllabiis. It should, of course, be further amplified if 
an assignment of collateral reading is made. 

As the note-book now lies open, the digest of the test (and collateral read- 
ing, if any) should be written in ink on the left-hand page, while the class- 
room notes should be put in on the right. Very likely the instructor will 
have something to say about the manor, in fact or in interpretation, which 
the text-book omits, and this should be put opposite the proper division of 
the text digest which the student has prepared before coming to class. For 
example, if the instructor offers some explanation of how the serfs were 
transformed into "freemen" or "hired laborers," the note upon that will be 
placed opposite the proper section (No. 4). Occasionally, on particular - 
topics, which are treated very briefly in the text-book and for which no 
special assignment of collateral reading is made, much of the information 
will be gained in the class room, in which case the text side of the notebook 
sheets may be left blank or thinly written; at other times the class-room 
work will consist in discussing the material offered in the text, when the class 
notes will be few. In the former case, the student should not take down a 
word-for-word reproduction of the lecture but should condense it into his 
own language. If anything is not clearly understood, he should ask to have 
it repeated. If a lecture is missed the blank should be immediately filled 
with reference to some feUow-student's notebook, giving credit at the top 
of the page. Thus a parallel account is preserved of the information gained 
in private study and in the class-room. The student may come across 
articles and pictures in newspapers of special interest in modern history; 
these, together with pictures of historic places, may properly be inserted 
under appropriate sections. 



Indiana University 



Abbreviations of Book Titles Used In Syllabus 

Abbott — W. C. Abott, The Expansion of Europe, 2 vols. 

Adams — G. B. Adams, Civilization during the Middle Ages. 

Andrews — C. M. Andrews, The Historical Development of Modern Europe, 

2 vols. 
Bourgeois — Modern France, 2 vols. 

Bourne — H. E. Bourne, The Revolutionary Period in Europe (1763-1815). 
BuUard — A. BuUard, The Diplomacy of the Great War. 
Camb. Mod. Hist. — The Cambridge Modern History, (12 vols.). 
Cheyney — E. P. Cheyney, Social and Industrial History of England. 
Cheyney, Readings — E. P. Cheyney, Readings in English History. 
Cross — A. L. Cross, History of England and Greater Britain. 
Cunningham — W. Cunningham, Groivth of English Industry and Commerce, 

2 vols. 
Duruy — V. Duruy, History of the Middle Ages (Adams ed.). 
Emerton — E. Emerton, Introduction to the Study of the Middle Ages. 
Emerton, Med. Europe — E. Emerton, Medieval Europe. 
Emerton, Beginnings — E. Emerton, Beginnings of Modern Europe. 
Gibbins — H. de B. Gibbins, Industry in England. 
Gibbons — H. A. Gibbons, Nevo Map of Europe. 
Gibbons, Africa — H. A. Gibbons, The New Map of Africa. 
H and C— Holt and Chilton, A Brief History of Europe (1789-1815). 
Harding — S. B. Harding, ^sseniiaZs in Medieval History (800-1500). 
Hassall— A. Hassall, The Balance of Power (1715-1789). 
Hassall, Louis XIV — A. Hassall, Louis XIV. 
Hayes — C. J. H. Hayes, A Political and Social History of Modern Europe, 2" 

vols. 
Hazen — C. D. Hazen, Modern European History. 

Hazen, Fifty Years— C. D. Hazen, Fifty Years of Europe (1870-1919). 
Hulme — E. M. Hulme, The Renaissance and Reformation. 
Henderson — E. F. Henderson, A Short History of Germany, 2 vols. 
Hobson — J. A. Hobson, Imperialism (1902 ed.). 

Holt and Chilton— Holt and Chilton, History of Europe (1862-1914). 
Johnson^-A. H. Johnson, Europe in the Sixteenth Century. 
Kitehin — G. W. Kitehin, History of France, 3 vols. 

Lecky — W. E. H. Lecky, History of England in Eighteenth Century, 8 vols. 
Lowell — E. J. Lowell, The Eve of the French Revolution. 
Luehaire — A. Luchaire, Social France in the Reign of Philip Augustus. 
Madelin — L. Madelin, The French Revolution. 

Muir — R. Muir, Hammond's New Historical Atlas for Students, (4th ed.). 
Munro, D. C. — Medieval History. 

Munro and Sellery — Munro and Sellery, Medieval Civilization. 
Ogg — F. A. Ogg, Economic Development of Modern Europe. 
Ogg, Governments — ^F. A. Ogg, Governments of Europe. 
Ogg, Source Book — F. A. Ogg, Source Book of Medieval History. 
Orth — S. P. Orth, Socialism and Democracy in Europe. 
Pollard — A. F. Pollard, Factors in Modern History. 
Rambaud — A. Rambaud, History of Russia, 2 vols. 



Syllabus of Modern European History 

liobiiisou -J. H. Robinson, Reudinya in European History, 2 vols. 

Schapiro — J. S. Schapiro, Modern and Contemporary European History. 

Schmitt — B. ^dhvaitt, England and Germany (1740-1914). 

Seignobos — C. Seignobos, Political History of Europe since 1814. 

Shepherd— W. R. Shepherd, An Historical Atlas for Students. 

Taine — H. A. Taine, Ancient Regime. 

Taine, Fr. Rev. — H. A. Taine, The French Revolution, 2 vols. 

Thorndike — L. Thorndike, His'ory of Medieval Europe. 

Tickner — F. W. Tickner, Social and Industrial History of England. 

Turner— E.R. Turner, Europe, 1789-1920. 

Usher — A. P. Usher, Industrial History of England. 

Wakeman— H. O. Wakeman, Ascendancy of France (1598-1715). 

Warner — G. T. Warner, Landmarks in English Industrial History. 

Western Europe — J. H. Robinson, History of Western Europe. 



10 Indiana University 



The Scope and Purpose of History I. 

I. The Scope of the Course. 

1. Period covered; 800-1920. 

a. First 500 years will be dealt with very lightly. 

b. Each succeeding century will receive greater emphasis. 

2. Textbook assignments, collateral readings, map studies, and occa- 
sionally other written exercises will be required. 

3. The instructor will lecture informally from time to time to supplement 
the readings assigned. 

4. There will be regular monthly tests and a final semester exam. 

II. Purpose of the Course. 

1. To study the heritage left by the past and gain an appreciation of the 
civilization of other times. 

2. To learn something of the great men and women, and of their con- 
tributions to the civilization of the world. 

3. To gain the ability to interpret the statements made by historians 
without prejudice or favor. 

4. To show the continuity of the history of mankind. 

III. What is History? 

1. Various definitions: Bacon, Bolingbroke, Macaulay, Acton, Lam- 
preeht. 

2. Is it the biography of a few imperial men? 

3. To what extend should it concern itself with kings, queens and prime 
ministers? 

4. Is it the duty of the social and economic development of past? 

5. To what degree should it be concerned with the intellectual develop- 
ment of periods studied? (Kulturgeschichte) . 

6. How much space should be devoted to the history of Church? 

7. What emphasis must be placed upon tracing general movement? 

8. What portion of the time should be allotted to connecting past events 
with present tendencies and events? 

9. In all this it must not be forgotten that the roots of the present lie 
deep in the past. 

IV. Foundations for the Study of the Middle Ages. 

1. The Empire; its origin, its importance and history. 

2. Feudalism; its main features, its function, and decline. 

3. The Christian Church; its relation to the Empire and to Feudalism. 



Syllabi^s of Modern European History 11 

LESSON 1. THE EARLY MIDDLE AGES (300-1095) 

I. The Roman Empire of Ancient Times. 

1. Struggle of Rome for the control of the Mediterranean. 

2. The Empire at its greatest extent in early 2'nd century. 

3. Graeco-Roman civilization; fusion of east and west. 

4. Decline of the Roman Empire and of classical civilization. 

a. Economic: decline of agriculture, industry and population. 

b. Political: decline of municipalities and growth of an oflficial 
class. 

e. Military: pressure of barbarians and weakening of the army, 
d. Relations between these factors. 

5. Separation of the eastern and western parts of the empire. 
II. Origin and growth of the Holy Roman Empire. 

1. Germanic invasions: end of the western (476) and survival of 
the eastern part of the Roman Empire. . 

2. Rise of the Frankish kingdom ; the Carolingian mayors of the palace. 

3. Re-establishment of the Empire of the West. ^ 

a. Coronation of Charlemagne as emperor (800). 

b. Strife among the Carolingian successors of Charlemagne. 

4. Revival of Empire in the West; selection of Otto the Great (962). 

III. The Normans in Europe. 

1. In Northern Europe: Norway, Denmark and Russia. 

2. In Western and Southern Europe : England , France and Sicily. 

IV. Spread of Mohammedanism. 

1. Its origin and principles. 

2. Spread to Asia, Africa, Europe; in Spain and France. 

3. Saracen civilization; Bagdad, Cairo, Cordova. 

4. Rise of the Seljuk Tm-ks. 
V. The Eastern Empire. 

'1. Reign of Justinian (527-65). 

a. Codification of Roman law. 

b. Conquests; successors and failures of Heraclius. 
2. Civilization of Byzantium. 

Assignment: Harding, 32-50, 63-75. 

Readings: Western Europe, 67-103; 120-164; Emerton, 180-213; Adams, 

170-84; Thorndike, 128-53, 172-91, 213-31; Munro and Sellery, 212-39 

Robinson I, 150-68, 245-60; C. Oman, The Dark Ages, 369-423; A. H. 

Johnson, The Normans mEurope, 3-51, 71-90; S. 0. Jewett, The Normans; 

Duruy, 1-15, 71-104; Munro. 
Suggestive Questions: 

1. To what extent Avere the Germanic tribes able to introduce their own 
civilization into the areas they conquered? 

2. In what sense may Byzantium be considered the most important city 
in the medieval world? 

3. Trace the influence of the Northmen upon the history of medieval 
Europe. 



12 Indiana University 

LESSON 2. THE LATER MIDDLE AGES (1095-1521) 

I. The Crusades. 

1. Causes: religious, political, economic. 

2. General character and extent of the movement. 

3. Leading events and characters; the first four crusades. 

4. Immediate and fundamental effects upon Europe. 

II. The Mongols and the Ottoman Turks. (1261-1463) 

1. Mongol activity following the crusades — Jenghiz Khan. 

2. The work of Tamerlane and the advance of Bajazet. 

3. Rise of the Ottoman Turks. 

a. Battles of Nieopolis (1396) and Angora (1402). 

b. Extent of their conquests, fall of Constantinople (1453). 

c. Character of their rule; use of the Janizaries. 
III. Italy during the later Middle Ages. 

1. Emperor vs. papacy. 

2. Papal seat is removed to France. 

4p IV. Germany in the later Middle Ages. 

1. Achievements of the Early Hohenstaufens. 

2. DecUne of the Hohenstaufens. 

3. Rise of the Hapsburgs. 

V. France in the Middle Ages. 

1. Rise of the Capetian dynasty. 

2. Feudal disorganization of the country. 

3. Settlements of the Normans in France. 

4. Consolidation and centralization of the realm. 

a. PhiUp Augustus (1180-1223); relations with England and witb 
the papacy. 

b. Louis IX (1226-70) and development of the central government. 

c. French kings of the 14th century and the Avignon papacy. 
Assignment: Harding, 114-43. For the area of the Empire consult Muir, 

23b. 

Readings: Hayes I, 10-14; Adams, 258-78; Hulme, 19-27, 36-49; Archer 
and Kingsford, The Crusades, passim; Robinson, I. 312-43; Thorndike, 
532-59; Munro and Sellery, 248-73; R. Lodge, The Close of the Middle Ages, 
243-314, 494-514; Tout, Empire and Papacy, 177-97, 295-392; J. Bryce, 
Holy Roman Empire, chs. X-XII; Western Europe, 173-200; Duruy, 
261-89; 346-85; Munro. 

Suggestive Questions: 

1. Had you been a French knight, desirous of going upon a crusade, 
how would you have prepared for the expedition? 

2. What was the secret of the success of the Mohammedans during 
the Crusades? for the success of the Ottoman Turks? 

3. Voltaire said that the Empire was neither Holy, nor Roman, nor an 
Empire. Was he right? 



SvLT,Ai:rs OF j\[oi»Eifx ErrvOi'EAN History 13 

LESSON 3. POLITICAL ORGANIZATION OF THE MIDDLE AGES 

FEUDALISM 

I. Political organizalion in antiquity. 

1. The city-state in the east and among the Greeks and Romans. 

2. Consolidation of the ancient world in the Roman Empire. 

.3. The break-up of the Roman Empire and the beginnings of feud- 
ism. 

a. Commendation. 

b. Patrocinium, precariuni, henejicium. 
II. Political Elements of Feudalism. 

1. Land tenure — the fiefs and subinfeudation. 

2. Relation of suzerain and vassal. 

a. Suzerain guaranteed security to the vassal. 

b. Vassals guaranteed loyalty and service. 

1. Military vs. menial services. 

2. Feudal aids and feudal dues. 

3. Other rights of the overlord. 

3. Legal position of the villein. 

a. Protected by the overlord. 

b. Free in relation to all men except his overlord. 

c. Bound to the soil. 

d. Tried in manorial courts. 

e. Performed menial services and paid customary dues, 

III. Complexities and Irregularities of the System. " 

1. A vassal might be suzerain to his overlord. 

2. The king often a vassal of one of his subjects. 

3. Peculiarities in relation of ecclesiastical property to feudalism. 

IV. Social Side of Feudalism. 

1. Chivalry; altitude toward noble women. 

2. Knighthood; training for social life. 

3. Tournaments; preparation for war. 

Assignment: Harding, 50-60; Western Europe, 104-19; Tickner, 119-35. 
Readings: Munro and Sellery, 159-76, 188-201; Adams, 194-226; 

Luchaire, 306-73; Thorndike, 232-53; Emerton, 236-56; Emerton, Med. 

Europe, 478-508; A. H. Johnson, The Normans in Europe, 96-114; Duruy, 

200-34; Munro, . 

Suggestive Questions: 

1. Can you account for the differences of opinion among authorities as 
to the origin of feudalism? 

2. What were the functions performed by the courts customary, the 
court leet, and the court baron? 

3. Explain: escheat, forfeiture, disseisin, feud, homage, patrocinium. 



14 Indiana University 

LESSON 4. MEDIEVAL AGRICULTURE 

I. Agriculture in Antiquity. 

1. In the early Greek or Roman city-state; use of slave labor. 

2. Decline of Italian agriculture in 2nd century, B. C. 

3. Agriculture in the provinces under the Roman Empire. 

4. Decline of agriculture in the later Roman Empire. 

a. Growth of cities at the expenses of rural districts. 

b. Decreases in slave labor; appearance of the coloni. 

5. Decline of agriculture as a factor in the downfall of the empire. 
II. Importance of agriculture in 800. 

1. Vast majority of people engaged in agriculture. 

2. Manor the unit of agriculture; its size, population and importance. 

3. Self-sufficiency of the manor. 

4. Productivity of medieval agriculture. 

III. The Lord of the Manor. 

1. His feudal position. 

2. Wealth and general importance. 

3. His domestic servants and retinue. 

IV. The Peasantry. 

1. Free tenants, their positions, number and importance. 

2. Metayers, who worked land upon the shares. 

3. ViUeins or serfs — most important class on manor. 

a. Their number (enlarge). 

b. Their duties. 

c. Dues, fees and fines. 

4. Cottars and agricultural laborers. 

Assignment: Cheyney, 31-52. Hayes, I. 26-34. The student should 
draw for himself a diagram of a manor. 

Readings: Consult Muir, xxvi and Shepherd, 104; Gibbins, 65-85; 
Robinson, 399-406; Ogg, 18-25; Warner, 26-44; R. E. Prothero, English 
Farming Past and Present, 1-30; Tickner, 10-24; Usher, 119-26. 

Suggestive Questions: 

1. What do you consider the chief disadvantage in the manorial system 
for the serf? for the manorial lord? 

2. Carefully define the following terms: heriot, chevage, glebe, demesne, 
commons, enclosure. 

3. What reasons can you give to account for the unprogressiveness of 
medieval agriculture? 



Syllabus of Modern European History 15 

LESSON 5. RURAL LIFE IN 1500. 

I. The System of Agriculture. 

1. Size and population of the manor. 

2. Important divisions. 

3. The three field system. 

a. The open fields. 

b. Distribution of land among the villeins. 

4. General productivity of the soil. 
IT. Raising of live stock. 

1. Varieties. 

2. Size and care. 

3. Uses for food and transportation. 

III. The Homes of the people. 

1. Manor house. 

2. Peasant cottages. 

3. Ventilation and sanitation. 

IV. Food and Clothing. 

1. Lack of variety in food; fewvegetables and fruits. 

2. Little meat for serfs. 

3. Clothing usually of coarse wool and extremely dirty. 
V. Social Life of the People. 

1. Centered around the manor. 

2. Influence of the Church. 
VI. Decline of the manor. 

1. Influence of the Black Death. 

2. Increase in trade. 

VII. The Manor as a judicial unit. 

1. Punishment of crime. 

2. Court leet; court baron. 

Assignment: Hayes I. 34-6; Tickner, 25-36; Cheyney, 123-34, 141-7. 

Readings: R. E. Prothero, English Farming Past and Present, 31-54; 
Gibbins, 111-9; Ogg, 25-35; Cunningham, I. 396-408; Hallam, Middle 
Ages, ch. ix, passim; C. Seignobos, jPeudaZ Regime, 1-65; hipson. Economic 
History of England, 30-76; Jessopp, Village Life in England Six Hundred 
Years Ago; Usher, 127-33. 

Suggestive Questions: 

1. Why was so little attention paid to the rearing of live stock? 

2. What were the most important causes, immediate and remote of 
the decline of the manorial system? 

3. What is your estimate of the average daily wage of the agricultural 
laborer or villein in 1300? How does it compare in purchasing power with 
agricultural wages today? 



10 Indiana University 

LESSON 6. MEDIEVAL TOWNS AND MEDIEVAL INDUSTRY 

I. Economic Stages in Human Life. 

1. Hunting and fishing. 

2. Nomadic stage. 

3. Agricultural (manorial) system. 

4. Handicraft stage. 

5. Domestic system. 

6. Factory system. 

II. Causes for the origin and growth of towns. 

1. Physical position. 

2. Nearness to cathedral or abbey. 
.3. On trade routes. 

III. Rise of Merchant gilds. 

1. Functions. 

2. Importance. 

IV. Craft gilds. 

1. Reasons for their origin. 

2. Functions-economic, social, political. 

3. Influence upon industry. 

4. Their gradual decay. 

V. The "domestic" system. 

1. Competes with the crafts. 

2. Rise of the entrepreneur, importance of capital. 
VI. Life in the Towns. 

1. Architecture and furniture. 

2. Influence of the gilds. 

3. Food and dress. 

4. Sanitation and poHce. . '^ 

5. Crime and its punishment. 

Assignment: Harding, 180-6; Hayes I. 36-43; Cheyney, 57-73. 

Readings: R. T. Ely, Outlines of Economics; J. A. Froude, History of 
England I. ch. i; V^. J. Ashley, 90-242; Lipson, 163-95; Hallam, Middle 
Ages, ch. ix, pt. 2; Ogg. 45-64; Cunningham, I. 336-52; Gibbons, 86-97, 
134-48; Tickner, 42-84; Mrs. J. R. Green, Town Life in the Fifteenth Cen- 
tury, I. ch. iv, II. ch. ii; Munro and Sellery, 358-65; Thorndike, 327-40. 
Usher 52-86, 134^94. 

Suggestive Questions: 

1. Name six cities having more than 100,000 population in 1500. 

2. Why did the craft gilds decline? To what extent did the crafts 
hinder the development of industry? 

3. Would you have preferred to live in town or country in 1500? Why? 



SyUvAiuis of Modern EfRoi'EAN History 17 

LESSON 7. MEDIEVAL COMMERCE. 

I. Coniuiercial Life of Ancient Times. 

1. Great trading centres; Crete, Egypt, Greek cities, cities of the 
Roman Empire. 

2. Difficulties besetting ancient commerce. 

3. Impoi-tant commodities; grain, olive oil, wine, dyes, metals, 
luxuries. 

4. Trade routes. 

a. Through the Mediteranean to the levant and the Black Sea. 

b. From the eastern Mediteranean and Aegean to the East. 

c. Persistence of important routes throughout history. 
H. Influence of the Crusades. 

1. Upon Mediterranean cities. 

2. Upon trade routes. 

3. Introduction of new commodities. 

III. Important Commodities of trade. 

1. With the Orient and Northern Africa. 

2. Between European nations. 

3. Important markets and fairs. 

IV. Great Trading Centers of Europe. 

1. Italian cities in the Mediterranean. 

2. Flanders on North Sea betwen Mediterranean and Baltic. 

3. Hansa towns on the Baltic. 
V. Medieval trade routes. 

1. The three routes to the Orient. 

2. Principal routes within Europe. 

3. The work of the Hanseatic League. 

4. Attack of the Ottoman Turks upon Oriental commerce. 
VI. Great Increase in Commerce. 

1. Causes. 

2. New commodities. 

Assignment: Harding, 186-9; Cheyney, 75-94; Western Europe, 242-9; 

begin map study No. 1. 
Readings: Hayes I. 43-53; Clive Day, History of Commerce, 31-77; Ogg, 

65-75; Gibbins, 98-100; 120-33; Cheyney, 147-64; Adams, 279-310; 

E. P. Chejney, Backgroimd of American History, 1-40. 
Suggestive Questions: 

1. What effect did the cioisades have upon the growth of towns in France 
and Germany? 

2. To what extent did the capture of Constantinople by the Turks inter- 
fere with Oriental commerce? (See Hayes). 

3. What causes contributed to the rather rapid growth of towns and of 
conimerce at the close of the middle ages? 



18 Indiana University 

LESSON 8. THE CHURCH IN THE EARLY MIDDLE AGES. 

I. The Origin of Christian ty. 

1. Hebrew elements — the idea of mono theism. 

2. Conditions and ideas in Palestine at the time of Jesus. 

3. Influence of Greek philosophy upon the early church. 
II. The Church in the Roman Empire. 

1. The apostohc age and the early missionaries. 

2. Deehne of Roman state rehgion and spread of oriental faiths. 

3. Attitude of the Roman government generally toward friendly 
religion. 

a. Toleration toward Christianity under most emperors. 

b. Persecutions under Domitian, Diocletian and Nero. 

4. Constantine and .the victory of Christianity over other reHgions. 

a. Persecution ceases and Christianity becomes state religion. 

b. Arianism and Athanasianism — Council of Nicaea 315 A. D. 

5. The Church fathers: Ambrose, Augustine, Gregory and Jerome. 

6. Growing breach between eastern and western branches caused 
by, 

a. Differences of civilization and division of the empire. 

b. Political and doctrinal differences; papacy and iconoclast. 

III. The Growth of the Papacy (440-1046). 

1. Reasons for the ascendency of the bishop of Rome. 

a. The Petrine tradition. 

b. Political importance of the city of Rome. 

c. Forged documents: Donation of Constantine, False Decretals. 

2. The popes and the barbarians. 

a. Gregory the Great (590-504), St. AugTistine and the conversion 
of England; St. Boniface and the Germans. 

b. The popes and the Prankish kingdom; Clovis and Pippin. 

3. Growth of the Church under Charlemagne. 

IV. The Rise, and Growth of Monasticism. 

1. Pre-Christian and early Christian monks; the ascetic ideal. 

2. St. Benedict (480-543) ; the Benedictine order and rule. 

3. The monasteries in relation to ecclesiastical and temporal powers. 

4. Evils of the system and the Cluniac reforms. 
Assignment: Harding, 77-90; Western Europe, 44—66. 

Readings: Emerton, 92-113; Adams, 39-65,107-36; Thorndike, 95-115; 
154-70; Munro and Sellery, 114-36; Jessopp, Coming of the Friars, 113-66; 
E. Gibbon, Decline and Fall of the Roman Empire, chs. xv and xvi; Luchaire, 
37-92, 212-48; Carter, Religious Life of Ancient Rome, chs. iii, iv and 
viii; Thatcher and Schwill, Europe in the Middle Age, 230-56; Duruy, 
105-21; Munro. 

Suggestive Questions: 

1. Account for the final triumph of the Christian church in the Roman 
Empire. 

2. What were the causes for and the effects of the ascendancy of the 
bishop of Rome? 

3. What was the importance of Monasticism in medieval life? 



Syllabus of Modern Ei^ropean History 19 

LESSON 9. THE PAPACY AND THE EMPIRE 

I. Conflicting claims of Emperor and Pope. 

1. Election of bishop and pope. 

2. The ceremony of im^estiture — the evil of simony. 

3. Control of land belonging to the Church; papal taxation. 
II. Investiture Contest between Hildebrand an,d Henry IV. 

1. Hildebrand's influence before he became pope (1046-73). 

2. Attitude of Hildebrand and Hem-y on investitures. 

3. Council of Worms (1076). 

4. Deposition of Henry-Canossa (1077). 

5. Renewal of the struggle; death of Gregory. 

6. Outcome of the contest; Concordat of Worms (1122). 

III. The rise of Hohenstaufens (1122-1250). 

1. Frederick Barbarossa in Italy. 

a. GueLf and Ghibelhne. 

b. Rivalry with the papacy and the Lombard League. 

2. Papal power at its height: relations of Innocent II with England 
and France. 

3. Frederick II's Reign. 

a. Renewed struggle with pope. 

b. Intellectual revival in Sicily. 

IV. Fall of the Hohenstaufens and the Great Interregnum (1250-73) . 
Assignment: Harding, 98-110, 145-7, 164-7; Emerton, 135-50. 
Readings: Western Europe, 164-86; Medieval Europe, 210-357; Adams, 

227-58; Thorndike, 230-99; Fisher, Short History of the Christian Church, 
182-92; Emerton, Beginniiigs, 47-105; T. F. Tout, The Empire and the 
Papacy, 120-50, 221-73; Thatcher and SchwiU, Europe in the Middle 
Age, 257-317; Duruy, 235-60; Munro. 
Suggestive Questions: 

1. Who was the real victor in the struggle between emperor and pope? 

2. Show the efficiency of interdict and excommunication in the struggle 
between the pope and temporal rulers. 

3. What is the historical significance for Italy and Germany of the 
struggle between the empire and the papacy? 



20 Indiana University 

LESSON 10. THE CHURCH IN THE LATER MIDDLE AGES 

L Organization and Membership. 

1. Geographical and hierarchical organization. 

2. Secular and regular clergy; functions and character of both. 
IL Beliefs and Ceremony. 

1. Sacraments: penance, eucharist, ordination, extreme unction. 

2. Theology: the Church as the sole interpreter of the will of God. 
ITT. Orthodoxy and Heresy. 

1. Reasons for the attitude of the Church toward free thought. 

2. Heretical sects and their treatment. 

a. Albigenses and Waldenses. 

b. Wiclif and the Lollards in England. 

c. John Hus of Bohemia and the Council of Constance. 

3. Weapons: excommunication and interdict, the Inquisition. 
TV. The Franciscans and Dominicans. 

1. Purposes of their founders and the organization of the orders. 

2. Differences between the two groups. 

3. Gradual decline of monastic orders and reasons therefor. 
V. The Babylonian Captivity, (1305-77). 

1. Boniface VIII (1294-1303) ; relations with France. 

2. Popes of the captivity and their worldUness. 

3. Effect of the captivity upon the papacy, the people, and the national 
states. 

VI. The Great Schism (1378-1418). 

1. The double papacy. 

2. Council of Pisa (1409) resulting in three popes. 

3. Council of Constance (1418-18); the schism healed. 
Assignment: Harding, 215-9, 264-70; Hayes, I. 112-24; Western Europe, 

224-32. 

Readings: Hulme, 3-19; Jessopp, Coming of the Friars, 1-53; Luchaire, 
104-248; Emerton, Beginnings, 106-64; Adams, 392-415; Tickner, 85-103 
Munro and Sellery, 137-58; H. O. Taylor, The Medieval Mind, 415-42 

Lodge, Close of the Middle Ages, 182-222; Duruy, 505-16; Munro, 

Western Europe, 201-24, 303-20. 

Suggestive Questions: 

1. Why was the church so hostile toward heresy? 

2. Account for the rise of mendicant orders. 

3. What were the results of the Babylonian captivity? of the Great 
Schism? 



SYi.L.AP.r^s OF Modern European History 21 

LESSON 11. THE INTELLECTUAL HERITAGE OF THE 
MIDDLE AGES 

I. Greek civilization the basis of our own. 

1. Spirit of inquiry and reason. 

2. Philosophy and science. 

a. Ionian school of 6th century, B. C. 

b. Pythagoras, the mathematician; Archimides, the physicist. 

c. Socrates, the master thinker of Athens in 5th century, B.C. 

d. Pupils of Socrates; Plato and the ideal state. 

e. Aristotle, -RTiter on philosophy, science, politics, ethics, meta- 
physics. 

f. Hellenistic Age. 

1. Scholars of the museum at Alexandria, a state university. 

2. Rise of Stoicism, Epicureanism, Neo-platonism. 

3. Literature. 

a. Poetry; the Homeric epics, Hesiod, the lyric poets. 

b. History. 

1. Herodotus, the father of history; Persian Wars. 

2. Thucydides and critical history; Peloponnesian War. 

c. Drama and oratory. 

4. Architecture and Sculpture. 

XL The Romans and the Transmission of Greek Ideas. 

1. Ideas on law and government, a genuine Roman contribution. 

2. Roman literature and science largely modelled on the Greek. 

3. Spread of Greek philosophy and culture among the Romans. 

III. Decline of learning in later Roman Empire and early Middle Ages 

1. General decline of civiUzation. 

2. Influence of the attitude of the Church toward pagan learning. 

3. The barbarian invasions. 

IV. Survival of Learning. 

1. In the jEast: the Byzantine Empire and the Saracens. 

2. In the West : the monasteries and cathedral schools. 

3. Universal use of Latin in the Middle Ages. 

V. Language and Literature of the Middle Ages. 

1. Use of Latin. 

2. Development of the Romance and Germanic dialects. 

3. The troubadours, trouveurs and minnesingers. 

VI. The Rise of the Universities in the Later Middle Ages. 

1. Early ones: Salerno, Bologna, Paris, Oxford, Cambridge. 

2. Organization: professors, students, general pubUc. 

3. Curriculum: trivium, quadrivium, and newer subjects. 

4. Character of the instruction; scholasticism. 

a. Influence of Aristotle's works. 

b. The schoolmen: Abelard, Albertus Magnus, Thomas Aquinas. 

c. Roger Bacon and the early opposition to scholasticism. 
Assignment: Harding, 92-4; Hayes, I. 173-7; Western Europe,- 250-76. 
Readings: Hulme, 59-76; Adams, 363-72; Compayre, Abelard and Origin of 

Universities; Ogg, Source Book, 340-61; Emerton, Med. Eur., 450-75 
48; Walter Libby, History of Science, 15-29, 43-53. Luchaire, 374-81 
H. Hallam, Introduction to the Literature of Europe, I. ch. i; Duruy, 232-34 
305-17; Munro. 
Suggestive Questions: 

1. What was the eflFect of the attitude of the Church upon learning in the 
Middle Ages? 

2. Discuss the influence of the universities of the later Middle Ages. 

3. How did the Greeks contribute to the civilization of the Middle Ages? 



22 Indiana University 

LESSON 12. THE RENAISSANCE: REVIVAL OF ARTS AND 

LETTERS 

I. Revival of Literature. 

1. Dante: The Divine Comedy and The New Life. 

2. Petrarch and the revival of Latin studies. 

3. Boccaccio's the Decameron. 

4. Chaucer and the revival in England. 
3. Chrysoloras; revival of Greek studies. 

IL The Humanists. 

1. Colet and More in England. 

2. Erasmus in The Netherlands and England. 
in. The Revival of the Arts. 

1. Medieval art: Romanesque, Byzantine, Gothic. 

2. Architecture; Brunelleseo, Michaelangelo. 

3. Sculpture; Ghiberti, Donatello, Michaelangelo. 

4. Painting — 

a. Italy, Giotto, de Vinci, Michaelangelo, Raphael, Titian. 

b. LoAv Countries; Jan Van Eyck, the Van Dycks, Rembrandt, 
Rubens. 

c. Germany: Durer and Holbein. 

d. Spain: Velasquez and MurUlo. 

Assignment: 271-6; Hayes, I. 180-95; Western Europe, 328-47, passim. 
.Readings: Mrs. M. 0. OUphant, Makers of Florence, 1-164; J. A. Symonds, 
A Short History of the Renaissance, 21^62; Adams, 364—91; Ogg, Source 
Book, 443-73; Cellini, Autobiography, passim; Emerton, Beginnings, 461- 
502; HaUam, Literature of Europe, I. chs. ii and iii; Lord Bacon, Advance- 
ment of Learning, passim; Duruy, 517-34; Munro, . 

Suggestive Questions: 

1. Why did the Renaissance begin in Italy rather than in France? 

2. What are the essential differences between Medieval and Renaissance 
art? 

3. What influence did the Renaissance have upon the church? The 
Church upon the Renaissance? 



Syllarus of Modern Eltuoi'ban History 23 

LESSON 13. THE RENAISSANCE: REVIVAL OF SCIENCE - 

I. Science of the earlier Middle Ages. 

1. Astrology, alchemy, and the natural sciences. 

2. Geographical knowledge. 

a. Ideas as to the size and shape of the earth; Ptolemaic theory. 

b. Widening of geographical knowledge by 1250; the Polo brothers. 

3. Attitude of the Church and the schoolmen toward experimental 
science. 

II. Thirteenth Century; Beginning of the RevivaL 

1. Roger Bacon (1214-94). 

2. Albertus Magnus (1195-1280) and Thomas Aquinas (1227-74). 
III. Valla; revival historical science; Donation of Constantine. 
IV. Politics. 

1. Influence of Aristotle. 

2. Machiavelli's The Prince. 
V. Astronomy and Physics. 

1. The geocentric theory. 

2. Copernicus (1473-1543) and the heliocentric theory. 

3. Kepler (1571-1830) and Gilbert (1540-1603). 

4. Galileo (1564-1842). 

VI. Chemistry and the Biological Sciences. 

1. Paracelsus (ca. 1490-1541). 

2. Harvey (1578-1657). 
VII. The inventions. 

1. The mariner's compass; increase of geographical knowledge. 

2. In bookmaking: paper, movable type and printing. 
VIII. General effects of the Renaissance. 

1. Diffusion of knowledge. 

6. Growth of a spirit of inquiry. 

Assignment: Harding, 276-9; Hulme, 12^43; Hayes, I. 177-80, 186-201. 
Readings: A. D. White, History of the Warfare of Science with Theology, 

passim; Symonds, Age of Despotic, 243-90; Sedgewick and Tyler, History 

of Science, 53-98; Locy, Biology and Its Makers; Cajori, History of Physics; 

Abbott, I. 58-81, 240-53; Hallam, Literature of Europe, I. ch. ii, passim; 

Bacon, Novum Organum, passim; Duruy, 318-40; Munro, . 

Suggestive Questions: 

1. What was the effect of the Revival of Science upon the Church? 

2. What was the influence of the writings of Aristotle upon the Revival 
of Science? 

3. Why did the Church object to Galileo's scientific statements? 



24 Indiana University 

LESSON 14. THE DECLINE OF FEUDALISM 

T. The Noble at War. 

1. The basis of military organizatioD . 

2. The influence of the Crusades. 

3. The Hundred Years of War. 

4. Constant revolts of vassals against their suzerains. 
II. The Increase of Industry and Commerce. 

1. Importance of the Crusades. 

2. The development of a trading class. 

3. Growth of towns. 

4. Increase in manufactures. 

5. Work of Hanseatic League and Italian city states. 

III. Feudalism in the Church. 

1. Lands held in mortmain. 

2. Relation of the ecclesiastical vassal to the king. 

3. Interest of the clergy in trade. 

IV. Relics of Feudalism still in existence. 

1. Titles of nobility. 

2. Social and political privileges. 

3. Laws of primogeniture. 

4. Systems of land tenure. 

V. Growth of the National States (to be discussed below). 
"Assignment: Pollard, Factors in Modern History, 26-51; or Adams, 337~ 

363. 
Readings: Luchaire, 249-305, 381-428; Emerton, Med. Europe, 509-40; 

Thorndike, 614-40; Emerton, Beginnings, 164-214; Munro, ■ — ; 

Cross, 85-6, 179, 191-208. 
Suggestive Questions: 

1. What in your estimation was the most important single cause of the 
decline of feudalism? 

. 2. Why did the relations of the church to feudalism prove so trying to 
the feudal king? 

3. Why should the masses of the peasantry object to feudalism? 



Syllabus ov JMouern European History 25 

LEbSON 15. THE FORMATION OF NATIONAL STATES IN THE 

15TH CENTURY 

I. The Idea of Nationality grows, 

1. The decline of feudalism. 

2. Growth of industry and international trade. 

3. Development of the vernacular. 
II. Rise of Spain. 

1. Union of Castile and Aragon (1479). 

2. Conquest of Granada (1492) and Navarre (1512). 

3. Discovery of America. 

III. The Development of Portugal. 

1. Prince Henry the Navigator and King -John II. 

2. Discoveries of Da Gama, the Diazs and Cabral. 

IV. Growth of France. 

1. Influence of the Hundred Years War. 

2. Rivalry of Louis XI and Charles the Bold. 

3. The French kings in Italy: Charles VIII and Louis XII. 
V. The Foundation of the Tudor Monarchy. 

1. Hundred Years War and Wars of the Roses. 

a. Edward V's commercial policy. 

b. Destruction of feudal nobility. 

2. Henry VII's Reign (1485-1509). 

a. Reduced the feudal nobles, elevated the middle class. 

b. Diplomatic marriages with Spain and Scotland. 

c. Negotiated many favorable commercial treaties. 

3. Henry VIII destroyed power of the Catholic church. 
Assignment: Harding, 229-44; Hayes, I. 3-10; begin Map Study No. 2. 
Readings: Western Europe, 277-302, 354^68; Pollard, 1-25; Hulme, 50-8, 

190-200; Adams, 331-8; Hallam, Middle Ages, ch. IV; Robinson, II, 2-30; 
Thorndike, 490-510; Emerton, Beginnings, 1-47; Lodge, Close of Middle 

Ages, 349-393, 468-493; Duruy, 392-442; Munro, ; J. H. Rose, 

Nationality. 
Suggestive Questions: 

1. How do you account for the growth of the idea of nationality in the 
latter part of the fifteenth century? (Define Nationality). 

2. In which of the great national states would you have preferred to 
live in 1500? Why? 

3. W^hy did Spain and Portugal become the great maritime powers of 
Europe in the sixteenth century? Why did they eventually decline? 



26 Indiana University 

LESSON 16. THE POLITICAL DIVISIONS OF CENTRAL AND 
EASTERN EUROPE IN 1500 

I. The Holy Roman Empire. 

1. Ancient and medieval conceptions of an empire. 

2. Extent and government. 
II. The City-States. 

1. Importance of the city-state among the Greeks and Romans. 

a. Area and population. 

b. Economic and social conditions. 

c. Forms of political organization: monarchy, aristocracy, olig- 
archy, tyranny, democracy. 

d. Athens, Sparta, and Rome as typical and leading cities. 

2. The Italian city-states; resemblance to those of antiquity. 

a. Venice and her commerce. 

b. Genoa's trade; rivalry with Venice. 

c. Florence and her art. 

3. City-states in central and western Europe. 

a. Germany; Hamburg, Bremen, Liibeek and the Hansa. 

b. Low coim tries; Ghent, Bruges, Ypres, Antwerp. 

4. The city-states vs. the new national states. 

III. Northern Europe. 

1. Scandanavian countries; the Union of Kalmar (1397). 
" 2. Grand Duchy of Muscovy. 
3. Poland and Prussia. 

IV. Southeastern Europe. 

1. Hungary. 

a. Relations with the Hapsburgs. 

b. Wars with the Turks. 

2. Ottoman Empire. 

a. Capture of Constantinople (1453). 

b. Battle of Mohacz (1526). 

Assignment: Hayes, I. 10-23. Map study No. 2 is now due. 

Readings: Western Europe, 369-384; Thorndike, 548-59, 576-96; Hulme, 
36-49; Abbott, I. 7-42, 132-73; Rambaud, chs. x-xiii; Lodge, Close of 
Middle ^gres, 419-67, 484-514; Emerton, Beginnings, 358-460; Bryce, 
Holy Roman Empire, chs. 

Suggestive Questions: 

1. Can you account for the "imperial state" in Germany and the "city- 
state" in Italy? How did their presence affect the idea of nationahty? 

2. In what sense did Hungary preserve the civilization of Western 
Europe? By whom was she aided? 

3. Why were Poland and Russia relatively unprogressive? 



Syllabus of Modern European History 27 

LESSON 17. PREDOMINANCE OF THE HAPSBURGS: REIGN OF 

CHARLES V 

I. Early History of the Hapsburgs. 

1. Origin of the house. 

2. Emperor Maximilian. 

II. Extent of Charles V's Dominions (1521). 

1. His Spanish inheritance. 

2. Land inherited through his father. 

3. The imperial crown. 

III. The Domestic Difficulties of Charles V. 

1. His character and personality. 

2. Internal jealousies in Spain. 

3. ReUgious and economic unrest in the Netherlands. 

4. The Holy Roman Empire. 

a. Politically: governmental decentralization. 

b. Religiously: the revolt of Luther. 

e. Economically: the Peasant's Revolt (1525). 

IV. Foreign Affairs. 

1. Rivalry with Francis I of France. 

a. Spanish and French claims in Italy. 

b. Marignano, Pavia and the Sack of Rome. 

c. Peace of Cambray; peace of Cateau Cambresis. 

2. Relations with England. 

a. Connection with Henry VIII's divorce. 

b. Marriage of his son with Mary Tudor. 

3. War with the Turk. 
Assignment: Hayes, I. 74^88; Hulme, 258-68. 

Readings: Johnson, 129-80, 220-60; C. Robertson, Charles V, passim; 

Henderson, I. 308-94; J. L. Motlej, Rise of the Dutch Republic; Western 

Europe, 371-86; Robinson, II. 31-53. 
Suggestive Questions: 

1. Compare Henry VIII, Charles V, and Francis I as to general appear- 
ance, personality and achievements. 

2. Why did Charles V fail to. unify Germany or consoHdate the govern- 
ment? 

3. What was the secret of Charles V's successes over Francis I? 



28 Indiana University 

LESSON 18. PREDOMINANCE OF THE HAPSBURG: REIGN OF 

PHILIP II 

I. Division of the Hapsburg inheritance. 

1. Part given to Philip II. 

2. Ferdinand, his uncle, inherits Austrian dominions and secures the 
imperial title. 

JT. Domestic Policy of Philip II. 

1. Character and nationahty of .Philip. 

2. His difficulties in Spain. 

a. Political jealousies. 

b. Commercial restrictions; colonial policy. 

c. Rehgious strife ; rise of the Inquisition. 

3. Absorption of Portugal. (1580). 

4. Revolt of the Netherlands. (1566-1648). 

a. Causes: political, religious, economic, personal. 

b. Administration of Alva. 

c. Work of Requesens and the Duke of Parma. 

d. Patriotism of William the Silent. 

1. Originally a Catholic; reasons for opposing Phihp II. 

2. Pacification of Ghent (1576). 

3. Union of Utrecht (1579). 

4. The Ban and the Apology. 

5. Assassination of the Prince of Orange (1584). 

e. Establishment of independence of Holland. 
III. Foreign Complications. 

1. Relations with England . 

a. Married Mary I of England. 

b. His attitude towards Elizabeth. 

c. Influence of the defeat of the Armada (1588). 

2. Intereference in French pohtics. 

a. Catherine de Medici; jealousy of Bourbon and Guise. 

b. Religious Wars; War of the three Henries. 

3. War against Suleiman the Magnificent. 

Assignment: Western Europe, 444-51, 462-4; Hayes, I. 87-109; begin 

Map Study No. 4. 
Readings: HuLme, 475-87; .Johnson, 277-314, 397-448; Motley, Dutch 

Republic, ch. ii; Abbott, 336-58; Robinson, II. 168-99; W. H. Woodward, 

Expansion of the British Empire, 17-62. 
Suggestive Questions: 

1. Which in your estimation was the abler ruler, Philip II or his father? 
What are the reasons for your conclusions? 

2. What part did Elizabeth play in the revolt of the Netherlands? What 
occasioned the growth of Dutch commerce during the period? 

3. Explain: Politiques, alcabala, ces giieux, Council of Blood, the Span- 
ish Fur>^ 



Syllabus of Modkkn Etropean Htstory 29 

LESSON 19. CAUSES OF THE COMMERCIAL REVOLUTION 

1. What was the Commercial Revolution? 

1. Greatly increased the interest in commerce. 
, 2. It had three phases: discovery, exploration, settlement. 

3. Shifted center of trade from Mediterranean to Atlantic. 

4. Oversea expansion of European civilization. 

N. Political cause: the Rise of National States. 

1. Rivalry with city-states of Netherlands and Italy. 

2. Jealousy of Hanseatic League. 
, III. Intellectual Causes. 

1. Influence of Renaissance; the spirit of adventure. 

2. Increase in geographical knowledge. 

3. Invention of mariner's compass. 
IV. Economic Causes. 

1. Decline of craft gilds. 

2. Increase of commerce and manufacturing. 

3. Increased demands for Oriental commodities. 

4. Capture of Constantinople by Turks. 
Assignment: Hayes, I. 49-53; Cheyney, 147-76. 

Readings: W. H. Woodward, Expansion of British Empire, 9-44; Abbott, 
I. 60-81; G. L. Beer, Origins of the British Colonial System (1578-1660), 32- 
52; Gibbins, 223-33; Camb. Mod. Hist. 1, ch. i; Warner, 168-200, W. R. 
Shepherd, "Expansion of Europe;" Polit. Sci. Quart., Vol. 34, passim; 
E. Cressey, Outline of Indust. Hist., 34-54. 

Suggestive Questions: 

1. To what extent is it true that Columbus was venturing out into a great 
unknown and uncharted ocean? 

2. Exactly what is the bearing of Professor Lybyer's studies upon the 
significance of the capture of Constantinople? 

3. How did the increase in world colnmerce help bring about the Com- 
mercial Revolution? 



30 Indiana University 

LESSON 20. DISCOVERIES AND EXPLORATIONS 

I. Influence of Nationalistic Ambitions. 

1. Land hunger for more-territory. 

2. Greed for resources to enrich the country. 

3. Extension of the culture of the mother country. 
II. Activity of the Portugese. 

1. The pioneer work of Prince Henry the Navigator, the Diazs and. 
de Gama. 

2. Early explorations of Cabral and. Cortereal in America. 

3. Discoveries in the East Indies and India. 

III. Work of the Spanish. 

1. -Explorations of Columbus, Vespuccius, Balboa, De Soto. 

2. Magellan's circumnavigation of the globe (1519-22). 

3. Spanish claims in the Americas. 

IV. Dutch Explorers. 

1. Explorations of Hudson in America. 

2. The Dutch in the East Indies. 

V. English Discoveries and Explorations. 

1. Discoveries of the Cabots. 

2. Search for the Northwest Passage. 

3. English explorers in Northeastern Europe. 

4. Explorations in the Indies. 
VI. French Explorations. 

1. Work of early explorers: Verazzano, Cartier, Cham plain. 

2. Later explorations of Marquette, Joliet, La Salle. 
Assignment: Hayes, I. 53-6; Hulme, 175-85. 

Readings: Abbott, I. 148-73; Hakluyt, Voyages, passim; Camb. Mod. 
Hist., I. ch. ii; John Fiske, Discovery of , America; Cheyney, Background, 
31-103; J. A. Proude, English Seamen in the Sixteenth Century, 1-74; Beer, 
1-31; Lavell and Payne, Imperial England, chs. i-iii. 

Suggestive Qliestions: 

1. Why were the Spanish and Portugese so successful in exploration? 
What were the results of their explorations? 

2. Account for the slow start of the English, Dutch and French in ex- 
ploring. 

3. Why did the European states turn their attention to the Americas 
rather than to the Orient? 



Syllabus of Modern European History 31 

LESSON 21. THE ESTABLISHMENT OF COLONIAL EMPIRES 

I. Motives for Colonization. , 

1. Political: influence of nation increased by possession of colonies. 

2. Religious: Cliristianize heathen; expand influence of Christendom. 

3. Economic: mercantilist idea. 

a. Market for surplus supplies of Mother country. 

b. Supplement products of Mother country. 

c. Give Mother country monopoly of carrying trade. 

d. Take in surplus population. 
XL Portugese Colonies. 

1. Brazil important as a colony. 

2. East Indian Islands and India. 

3. Exploitation of the native. 

4. Absorption of Portugese colonies by Spain. 

III. Spanish Colonization. 

1. Mex-ico: conquest by Cortez; discovery of silver. 

2. Peru: conquered by Pizarro; discovery of gold. 

3. Settlements in North America, South America and Philippines. 

4. Spanish colonial system; attitude towards the native. 

IV. Dutcii Colonial Empires. 

1. Commercial activity of Dutch during their "Revolt". 

2. Establishment in New Amsterdam and the East Indies. 

3. Partially absorbed by the English. 
V. English Colonies. 

1. Earlier settlements in America; thirteen colonies. 

2. Gained a hold upon India. 

3. Policy towards colonists and natives. 
VI. French Colonization. 

1. Secured a late start. 

2. Established principally in St. Lawrence and Mississippi Valleys. 

3. Character of their settlements: attitude towards savages. 
Assignment: Hayes, I. 55-62; Cheyney, 177-98. 

Readings: R. G. Thwaites, The Colonies, 45-66; Abbott, I. 220-39, 315-26; 
R. G. Thwaites, France in America, 3-71; W. H. Prescott, Conquest of 
Peru, and Conquest of Mexico, both passim; F. Parkham, Pioneers of 
France in the New World, Pt. II.' chs. i, ii, and xi; Cheyney, Background, 
103-167, 202-242; E. G. Bourne, Spain in America; Beer, 53-77. 

Suggestive Questions: 

1. Why was it fortunate for the English colonists that they found the 
Indians so hostile? 

2. Compare the French, Dutch and Spanish treatment of the natives. 
What were the results of tbe varying policies? 

3. What elements in the character of the Anglo-Saxon fltted him to 
become the most successful of colonists? 



32 Indiana University 

LESSON 22. RESULTS OF THE COMMERCIAL REVOLUTION 

I. Decline of Mediterranean and Baltic commerce. 

1. Gradual decay of the Italian city-states; Venice, Genoa. 

2. General weakening of the Hanseatic League. 

3. Decline of the markets of the Low Countries. 
II. New Commercial Methods. 

1. Mercantihsm : apphcation to colonization. 

2. Commercial Companies. 

a. Regulated companies. 

b. Joint stock companies. 

3. Extension of banking facilities. 

III. Introduction of New Commercial Commodities. 

1. Tobacco, quinine, cocoa, and new supplies of gold. 

2. African slaves. 

3. The importance of maize in the settlement of the United States. 

IV. The Price Revolution of the Sixteenth Century. 

1. Importation of great quantities of gold and silver. 

2. Operation of the "quantity theory" of money. 

3. Great increases in prices (1550-1600). 

4. Increase in amount of mobile capital. 

V. Development of an important trading class. 

1. Increase in manufacturing and trade. 

2. Standards of wealth, knowledge and comfort rise. 

3. Increased importance of financiers. 
VI. Europeanization of the World. 

1. Influence of European colonist on native. 

2. Reaction of native and his environment on colonist; native pro- 
duets. 

3. Interaction of colonists upon those' remaining at home. 
Assignment: Hayes, I. 62-9; finish and hand, in Map Study No. 1. 
Readings: Camb. Mod. Hist. I, ch. xv; Abbott, I. 356-57, 441-64; Cun- 

ingham, I, 473-90; Tickner, 340-87; Bland, Tawney and Brown, Eng. 
Econ. Hist., 317-65; 400-81. 
Suggestive Questions: 

1. Explain clearly the theory upon which mercantilism was based. What 
was (and is) its influence in European politics? 

2. What relation did the Price Revolution bear to royal taxation? 
Illustrate. 

3. To what extent was Europe influenced by the introduction of new 
commodities? 



Syllabus of Modern European History 33 

LESSON 23. THE PROTESTANT REVOLT— RISE OF LUTHER- 

ANISM 

I. Causes of the Protestant Revolt. 

1. Political: jealousy of the papacy by tlie temporal princes. 

2. Economic: freedom from taxation and vastness of church posses- 
sions aroused envy of rulers and individuals. 

3. Religious: abuses within the church. 
TI. Early life of Martin Luther (1483-1816). 

1. As friar — trip to Rome. 

2. Doctrine developed — justification by faith alone. 

III. The Dispute about Indulgences. 

1. Ninety-five theses (1517). 

2. Disputation at Leipzig. 

3. Separation from Rome '(1520) 

IV. Growth of Lutheranisni in Germany. 

1. Luther at Wartburg — translation of the Bible. 

2. Melanchthon and Carlstadt. 

3. Emperor Charles V and the Edict of Worms. 

4. Peasant's Revolt (1525). 

5. Augsburg Confession (1530). 

6. Schmalkaldic War and the Peace of Augsburg (1555). 
V. Growth of Lutheranisni outside of Germany. 

1. In Scandanavia. 

2. In Prussia and Livonia. 

3. In Poland, Hungary and Lithuania. 
AssignmenV.Western Europe, 387-400; Hayes, I. 124-39. 

Readings: Hulme, 223-68; T. M. Lindsay, History of Reformation, I. 189- 
417; Seebohm, Era of Protestant Reformation, 97-171; Camb. Mod. Hist., 
III. 104-280; W. Moeller, History of Christian Church, III. 5-162; Ency- 
clopedia Britannica, subject "Reformation". 

Suggestive Questions: 

1. Why was Germany in 1515 particularly ready to revolt from Rome? 

2. In your opinion was the Peace of Augsburg a desirable settlement of 
the controversy between Catholic and Protestant in Germany? 

3. In what sense was Luther responsible for the Peasant's Revolt? 
Justify or condemn his attitude toward it. 



34 Indiana University 

LESSON 24. THE PROTESTANT REVOLT— SWITZERLAND, 
FRANCE AND ENGLAND 

I. The Swiss Revolt. , 

1. Reasons for Zwingli's opposition to the church. 

2. The civil war in Switzerland. 
II. The French Revolt. 

1. John Calvin as a leader. 

a. His hfe in France. 

b. Religious views— the Institutes (1536). 

c. Autocracy at Geneva— rehgious organization. 

2. Growth of Calvinism in France. 

a. The Huguenots — factions and classes. 

b. The Religious Wars. 

1. Catherine de Medici and St. Bartholomew's Day. 

2. War of the three Henries. 

3. Henry IV and the Edict of Nantes (1598) 

III. John Knox and the Scottish Revolt. 

1. Presbyterianism and the Scots. 

2. Mary Stuart and the "lords of the Congregation". 

IV. The English Revolt — Anglicanism. 

1. Henry VIII: The divorce suit and the separation. 

2. Edward VI: the forty-two articles and the Book of Common 
Prayer. 

3. Reaction under Mary; burning of heretics. 

4. The EKzabethan Settlement; the thirty-nine articles. 
Assignment: Western Europe, 421-36; Hayes, I. 139-56. 

Reading: Hulme, 269-307, 343-70; Liidsay, II, 21-421, Seebohm, 171- 
205; Camh. Mod. Hist., II. 280-377, 416-512, 550-99; Moeller, 162-218. 
Suggestive Questions: 

1. What were some of the more important results of the Protestant 
Revolt? 

2. Why did the revolt meet with more success in the north than in the 
south of Europe? 

3. Was Henry IV justified in forsaking Calvinism to become a Roman 
Catholic? Henry VIII in breaking away from Rome? 



Syllaiu/s op Modern European History 35 

LESSON 25. THE CATHOLIC REFORMATION 

T. Causes for the Catholic Reformation. 

1. The Protestant revolt and the abuses of the church. 

2. ReHgious panic — fear of Protestantism. 

8. Revival of loyalty to the Catholic church. 
]J. Rise of the Society of Jesus. 

1. Character of its founder: Loyola (1491-1556). 

2. Foundation — attitude of the papacy. 

3. Its organization, military. 

4. Purposes and methods. 

5. Extent of its influence. 

111. The Council of Trent (1542-1563). 

1. Purposes for which it was summoned. 

2, Results. 

a. Reformatory canons. 

b. Settlement of church doctrine. 

c. Made clear, essential differences between Cathohc and Protes- 
tant. 

IV. The Struggle Against the Protestants. 

1. The reforming popes. 

2. Work of the Jesuits. 

3. The Inquisition: its extent and influence. 

4. The Index and the "White List". 
V. Results of the Struggle. 

1. Pohtical: on national states and the balance of power. 

2. Economic: on growth of industry and commerce. 

3. Social: on lower and middle classes. 

4. Religious: on Catholicism, its spirit, dogma and ritual. 

5. Intellectual: to what degree a continuation of Renaissance? 
Assignment: Hayes, I. 156-69; Hulme, 328-42. 

Reading: Hulme, 397-475; Lindsay, II. 484-611; Seebohm, 205-33; 

Camb. Mod. Hist. II. 639-90; MoeUer, 218-75, 345-58. 
Suggestive Questions: 

1. Account for the failure of the Catholic Reformation in England. 

2. Why did Protestantism fail to gain a foothold in Ireland? 

3. Discuss the significance of the work of the Jesuits. 



3G Indiana University 

LESSON 26. THE GROWTH OF ABSOLUTISM IN FRANCE 

(1589-1661) 

I. Political Tendencies in France before 1589. 

1. Centralization and consolidation under Louis XL 

2. Influence of the Italian Wars on the monarchy. 

3. Disintegrating effect of the Religious Wars. 

II. The Reign of Henry IV— the first of the Bourbons (1589-1610). 

1. Religious policy. 

a. Henry IV accepts Cathoheism. 

b. The king issues Edict of Nantes (1598); its significanee. 

2. Political tendencies. 

a. Strengthening the power of the monarch. 

b. Checks the financial power of the intendants. 

3. Economic reforms. 

a. Condition of France in 1598. 

b. Scully's agricultural reforms. 

c. King insists on the stimulation of industry and commerce. 

4. Foreign policy; the "Grand Design". 

III. The Regency of Marie de Medici (1610-1624). 

1. Court intrigues and royal extravagance. 

2. Estates General dismissed. 

3. Rise of Richeheu. 

IV. The Domestic Policy of Cardinal Richelieu (1624-1642). 

1. Political policy. 

a. Disregarded Estates General and Parlement de Paris. 

b. Curbed rebellious nobles; appointed intendants. 

c. Destroyed the political power of the Huguenots. 

2. Economic poUcy weak and unsuccessful. 

V. Cardinal Mazarin as first minister of France (1642-1661). 

1. Probably secretly married to Anne of Austria. 

2. Continued the domestic and foreign pohcies of Richelieu. 

3. Difficulties with the Fronde — the Old. and New Fronde. 
Assignment: Hayes, I. 207-18; Hulme, 189-200. 

Readings: Wakeman, 1-38, 132-64; J. B. Perkins, Richelieu, 1-16, 142-55, 
225-58; Adams, Groifi/i of French Nation, 180-201; R. Lodge, Richelieu, eh. 
viii; WiUert, Henry of Navarre, passim; Kitchin, III. 1-57; Robinson, II. 
268-72; Western Europe, 451—8; Memmrs of Cardinal du Retz, passim; 
Macdonald, History of France, IT. 88-207; passim; Camh. Mod. Hist., 

III. 657-95; IV. 118-57; 592-622. 
Suggestive Questions: 

1. How do you account for the general popularity of the first of the 
Bourbon kings? What was his greatest political achievement? 

2. What elements in Richelieu's administration seem strongest to you? 
Compare his administration with that of Henry VII of England. 

3. Henry IV is said to have jocularly remarked when he joined the Cath- 
olic church that Paris was worth a mass. What did he mean? 



Syllabus of Modern European History 37 

LESSON 27. THE THIRTY YEARS WAR: HAPSBURG vs. 

BOURBON 

I. Thirty Years War; Humiliation of Austrian Hapsburgs. 

1. Causes: religious, political and economic. 

2. Phases of the War. 

a. Bohemian War; Frederick of Palatinate and Catholic League. 

b. Danish Period: Christian IV and. the Protestant princes. 

c. Gustavus Adolphus, Protestant leader; Lutter and Lutzen. 

d. French intervention: Conde and battle of Rocroi (1643). 

3. Treaty of Westphalia. Marks end of purely rehgious wars (1648). 

a. Territorial provisions; Bavaria, Holland, Prussia. 

b. Political; decentralization of Germany. 

c. ReUgioiis settlement; gains of the Calvinists. 

4. General Effect of the Thirty Years War. 

a. On Germany and Sweden. 

b. Upon the Hapsburgs and Bourbons. 

c. Rise of International Law; Grotius. 

II. The Bourbons vs. the Spanish Hapsbvirgs. 

1. The Purpose of Mazarin. 

2. Relation to the Fronde movement in France. 

3. Victories of Tm-enne and Conde; independence of Portugal. 

4. Aid of Cromwell, battle of the Dunes. 

5. Peace of the Pyrenees (1659) ; French and. English gains. 
III. General Significance of the Struggle. 

1. For the Hapsburgs and Bourbons. 

2. Effect upon European pohcies. 

Assignment: Western Europe, 465-74; Hayes, I. 218-32; continue Map 
Study No. 4. 

Reading: Wakeman, 59-77; Abbott, I. 495-512; II. 3-11; Wakeman, 105- 
31; Adams, Growth of French Nation, 102-33; Robinson, 11. 200-17; Per- 
kins, Richelieu, 157-84; Lodge, Richelieu, ehs. vi and vii; S. R. Gardiner, 
Thirty Years War, chs. i and ii; A. D. White, Seven Great Statesmen, "Gro- 
tius"; Macdonald, II, 88-207, passim; Camb. Mod. Hist., IV. 1-34, 395- 
433. 

Suggestive Questions: 

1. Why was Frederick of the Palatinate selected as the champion of 
Protestantism in the first phase of the Thirty Years War? Account for his 
failures. 

2. Why did Cromwell support France against Spain in 1657? Why did 
this turn out to be an unwise policy? 

3. Why was the Thirty Years War so homble? The Peace of the Pyre- 
nees so decisive? 



38 Indiana University 

LESSON 28. THE DOMESTIC POLICY OF LOUIS XIV (1661-1715) 

I. The "Age of Louis XIV". 

1. Monarchy by "Divine Right"; Bossuet's ideas. 

2. Literature of the period. 

3. Court life; standards of etiquette. 

4. Military grandeur of the reign. 
II. Political Administration. 

1. Estates General disregarded. 

2. Parlement de Paris controlled; noblesse de la robe. 

3. Increased centrahzation of power — the intendants. 

4. Loss of political power by nobility replaced by social prestige. 

III. Economic Reforms: Colbertism. 

L Revolution in financial administration. 

2. Mercantilism reaches greatest height: causes and results. 

3. Colonial pohcy very paternal, but nevertheless a failure. 

IV. Military reorganization. 

1. Condition of European armies in the Thirty Years War. 

2. Reforms of Louvois: administrative and sanitary. 

3. Engineering skill of Vauban; the frontier fortresses. 

4. Mihtary genius of Conde and Turenne. 
V. Religious Intolerance. 

1. Attitude toward the Hugenots; the dragonnades. 

2. Revocation of Edict of Nantes; significance. 
Assignment: Hayes, I. 235-42; Robinson, II. 272-93. 

Reading: Western Europe, 495-501; Perldns, France under the Regency, 
129-208; Abbott, II. 51-72; HassaU,Lows XIV, 82-102; 230-52; Memoirs 
of St. Simon, passim; Wakeman, 184-205; Kitchin, III. 142-73; 206-29; H. 
Martin, Age of'Louis XIV; Camb. Mod. His., V. ehs. i, iv; Macdonald, II. 
211-88, passim. 

Suggestive Questions: 

1. Was Louis XIV really a gi-eat ruler? What was his greatest achieve- 
ment? his greatest mistake? 

2. How do you account for the contentment of the French nobility when 
they were poHtically impotent? 

3. To what degree was the Colbertism helpful to France? Did the good 
in the system outweigh the evil? 



Syllabus of Modern European History 39 

LESSON 29. THE FOREIGN POLICY OF LOUIS XIV (1661-1715) 

I. Continued Richelieu's Policy of Territorial Aggression. 

1. Bullied smaller powers. 

2. Defeated those resisting him. 

II. The War of the Revolution (1667-1668). 

1. Louis XIV's marriage treaty — renunciation clauses. 

2. Principle of "devolution." 

3. French successes; Triple Alhance. 

4. Treaty of Aix-la-Chapelle ; Louis' anger against the Dutch. 

III. War Against the Dutch (1672-1679). 

1. Strife in Holland between DeWitt and Orange Famihes. 

2. The Netherlands diplomatically isolated. 

a. Louis XIV's treaty with Sweden. 

b. His secret treaty of Dover (1670) with England, 

4. The Hapsburgs come to the aid of the Dutch. 

5. Treaty of Nijmwegen; losses of the Hapsburgs. 

IV. Louis XIV's "Reunion" policy (1680-1685) 

1. The theory of reunions. 

2. Extent of its application. 

3. Aroused the fears of other nations. 
V. War of the Palatinate (1686-1697). 

1. Formation of the League of Augsburg (1686). 

2. French invade the Palatinate. 

3. Revolution of 1688 in England causes Louis to change his plan. 

4. War of the League of Augsburg (1689-1697). 

a. Phases: The Continent, Ireland, North America. 

b. Peace of Ryswick (1697); Louis XIV recognized William Ill's 
title. 

VI. War of the Spanish Succession. 

1. Causes: political, economic. 

2. Formation of Grand AUiance: Marlborough and Prince Eugene. 

3. Battles: Blenheim, RamiUies, Almanza, Oudenarde, Malplaquet. 

4. Peace of Utrechet (1713) marks the end of an era. 
Assignment: Hayes, I. 229-30, 242-58, 306-9; begin Map Study No. 3. 
Reading: Wakeman, 311-71 ; Abbott, II. 73-93, 152-76; Robinson, II. 295- 

300; HassaU, Louis XIV, 162-95, 253-85, 315-31; Kitchin, III. 290-340; 
Perkins, France under the Regency, 52-38; Martin, II. chs. v and vi; Mac- 
donald, II. 211-88; Camh. Mod. Hist., V. chs, ii, xiii, xiv. 
Suggestive Questions: 

1. Was Louis XIV legally justified in his "devolution" policy? His 
"reunion" poHcy? 

2. To what degree was the War of the League of Augsburg a personal 
contest between Louis XIV and WilHam III? Which was successful? 

3. Show that the treaty of Utrecht marks the end of one epoch and the 
beginning of another. 



40 Indiana University 

LESSON 30. EVOLUTION OF THE ENGLISH PARLIAMENT TO 

1455 

I. The Early Advisers of the English King. 

1. Functions and composition of the Witan; the curia regis. 

2. Communum concihum; magnum concihum. 
II. The Importance of Magna Carta (1215). 

1. Main provisions; article 61. 

2. Meaning of Magna Carta in 1215. 

3. The Magna Carta of tradition; work of Coke and Blackstone. 

III. The First Parliaments (1258-1330). 

1. Reissuance and Confirmations of Magna Carta. 

2. The Provisions of Oxford (1258\ 

3. Simon de Montfort's ParUament (1265) ; its composition. • 

4. Model Parliam.ent composed of burgesses, knights and nobility. 

5. Separation of Parliament into two houses (circa 1332). 

6. Parliamentary sessions become regular. 

IV. Growth of the Power of Parliament (1332rl455). 
1 Over financial legislation (taxation). 

a. Early importance of Parliament in raising money. 

b. Gradual increase of power in the House of Commons. 

1. Over direct taxes. 

2. As to indirect taxes. 

e. Settlement of the customs revenues. 
d. Indirect control over taxes by the Commons. 
2. Over non-fiscal legislation. 

a. Legislation by petition-influence of chancellor. 

b. Suspensive and dispensing power of the king. 

c. Legislation by bill. 

3. Influence of the Hundred Years War. 
Assignment: Hayes, I. 261-6; Robinson, I. 231-44; Cross, 141-5, 172-4, 

193, 210, 246; consult Appendix II. 
Reading: Medley, English Constitutional History, 129-39, 235-9, 246-57; 

A. B. White, Making of the English Constitution, 298-378; Cheyney, 
Readings, 182-7, 258-67, 279-83; Thorndike, 482-6, 525-6; 627-30; Taswell- 

Langmead, Constitutional History of England, chs. vii-ix; W. Stubbs, 

Constitutional History of England, ch. xx. 
Suggestive Questions: 

1. Distinguish between the Magna Carta of 1215 and Magna Carta as 
interpreted by Blackstone in the eighteenth century. 

2. By what direct means did the House of Commons gain control over 
the purse strings before 1455? 

3. What was the significance of the union of the knights of the shire 
with the burgesses? 



Syllabus op Modern European History 41 

LESSON 31. DEVELOPMENT OF THE POWER OF PARLIAMENT 

(1455-1640) 

I. Effecl of the Wars of the Roses (1455-1485). 

1. Destruction of feudal nobility. 

2. Increases power of King and commoners. 

3. Parliament power fluctuated; meetings irregular. 
n. Parliament under the Tudors (1485-1603). 

1. Henry VII called Parliament as little as possible. 

a. Reduced the power of the temporal peers. 

b. Increased the influence of the commoners. 

2. Henry VIII's attitude towards Parliament. 

a. During Wolsey's administration Parliament met infrequently. 

b. Parliament used by Hem-y VIII to legalize breach with Rome. 

c. Parliament summoned frequently after 1534. 

d. Power of spiritual peers greatly reduced by Henry VIII. 

3. Under Edward VI and Mary I power of Parliament stationary. 

4. Elizabethan Parliament. 

a. Parliament summoned frequently. 

b. Sessions become longer and more important. 

c. Members of Parliament become conscious of their power. 

d. Elizabeth tactful in dealing with Parliament. 

III. Revenues of the Government. 

1. Crown revenues. 

2. Customary duties. 

3. Extraordinary grants. 

4. Irregular exactions. 

IV. Parliament under James I and Charles I. 

1. Stuarts lacked pohtical tact; the Great Protestation (1621), and 
Millenary Petition. 

2. Rise of the Puritans — the "divine right" theory. 

3. The Price Revolution — their need of money. 

4. The Statute of Monopohes (1624) the Petition of Right (1628). 

5. Personal rule of Charles I (1629-1639) — no Parliament. 

6. Ship money, Scottish rebellion and the Short Parliament. 
Assignment: Hayes, I. 261-74; Green, Short History of English People, 

ch. viii, section 1. 
Reading: Ogg, Governments, 18-28; Cross, 427-73; G. M. Trevelyan, 

England under the Stuarts, 4r-72; Cheyney, Readings, 418-30, 451-66; 

S. R. Gardner, History of Engla^id (1603-1642), chs. i, xi, xxxiii, Ixiii; 

J. W. Welsford, The Strength of England, 165-92; H.Hallam, Constitutional 

History of England, 165-92, I. chs. i, vi; Taswell Langmead, chs. x, xii, xiii. 
Suggestive Questions: 

1. Show in what ways the Protestant Revolt in England tended to in- 
crease the power of the king; the power of Parliament. 

2. What evidence can you cite to show that Parliament was rapidly 
})eeoming self-conscious at the close of Elizabeth's reign. 

3. To what extent was the contest of James I and Chai'les with Parlia- 
ment political? To what degree was it economic? 

4. What was Puritanism? What has been its effects, moral, intellectual, 
political and economic? 



42 Indiana University 

LESSON 32. DEVELOPMENT OF THE POWER OF THE ENGLISH 
PARLIAMENT (1640-88) 
I. The Puritan Revolution (1640-1660). 

1. Reforms of the Long Parliament. 

a. Abolition of the Courts of Star Chambe;r and High Commission. 

b. Triennial Act; Act for the perpetual Parliament (1641). 

c. Execution of Strafford and Laud. 

d. The Grand Remonstrance; the Five members. 

2. Civil Wars: Puritan ?;s. Cavalier. 

a. Division of the people : geographical, economic, religious. 

b. Cromweil and his Ironsides. 

c. The Solemn League and Covenant (1643). 

d. Marston Moor (1643) and Naseby (1645). 

e. Abolition of House of Lords. 

f. Charles I's untrustworthiness ; his execution (1649). 

3. The Commonwealth and Protectorate (1649-1660). 

a. The Conquest of Scotland and Ireland. 

b. The Instrument of Government (1653). 

c. The establishment of the Protectorate. 

d. Richard Cromwell and General Monk. 
II. The Restoration of the Stuarts (1660-1688). 

1. Reign of Charles II (1660-1685). 

a. Restoration settlement. 

1. Charles II accepts the reforms of the Long Parliament. 

2. King yields up certain feudal dues for £100,000 a year. 

b. Ecclesiastical policy: Clarendon Code and Test Act. 

c. Foreign relations: Charles II and Louis XIV. 

d. ParUament controls the purse. 

1. Votes money for speeifie purposes. 

2. Appoints a committee to audit the accounts. 

e. Struggle over Test Act and Declaration of Indulgence. 

f. -Formation of political parties (1679-1685). 

2. Reign of James II (1685-8). 

a. Cathohc policy of King — Declaration of Indulgence. 

b. Trial of seven bishops — ahenation of the masses. 

c. Invitation to William of Orange; flight of James II (1688). 
Assignment: Hayes, I. 274-88; Cheyney, Readings, 467-72, 506-14. 
/?eading: T. B. Macaulay, History of England, I. ch. iii; Cheyney, Read- 

ings, 495-31, 539-50; Cross, 536-87; Trevelyan, 331-82; Green, eh. ix, 
Sections 1, 2, 5 and 6; Pollard, 104^29; Lady Newdegate, Cavalier and 
Puritan, 1-20, 88-100; Gardiner, ch. xcv-xevi; Taswell-Langmead, chs. 
xiv-xv. 
Suggestive Questions: 

1. Was the execution of Strafford justifiable? Was the trial of Charles I. 
legal? 

2. How do you account for Cromwell's unpopularity although he was 
successful in quelling domestic insurrection and enhancing England's prestige 
abroad ? 

3. It has been said that Charles II was at once the most popular and 
unprincipled king England ever had. Is that statement true? 



Syllahus of Modern Euuopean History 43, 

LESSON 33. TRIUMPH OF PARLIAMENT OVER THE KING 

(1689-1770) 

1. The Revolutionary Settlement (1690-1707). 

1. The Bill of Rights: provisions and significance. 

2. Mutiny and Toleration Acts (1689). 

3. The Triennial Act (1694); the Septennial Act (1719). 

4. Act of Settlement (1701). 

a. Difficulties in its negotiation. 

b. Significance. 

II. Rise of the Cabinet and Prime Minister (1700-1770). 

1. Origins of the cabinet: the "cabal". 

2. Work of Harley and Walpole (1710-1742). 

3. Development of the idea of ministerial responsibiUty. 

4. Ministry of William Pitt, the elder. 

5. Political Policy of George III. 

6. The break-up of the "Old Whigs". 

III. General Conditions of the Representative System (1689-1832). 

1. Influence of landed gentrj^ Anglican Church, and nobility. 

2. Domination of great Whig families. 

3. Growth of commerce and industry. 

4. Restricted suffrage ; shifting of population. 

5. "Rotten" and "pocket" borroughs. 

6. Corruption and violence in elections. 
Assignment: Hayes, I. 288-95; Cross, 614-23, 641-4, 738-9. 
Readings: Ogg, Government, 31-41; M. T. Blauvelt, Development of Cabinet 

Government in England, 54, sq. ; Cheyney, Readings, 545, 579; H. D. Traill, 
William III, passim; Lecky, sections dealing with "the aristocracy", 
"commercial classes" and "parliamentary corruption and tyranny"; 
Medley, 106-13, 193-223; Pollard, 156-81; Newdegate, Cavalier and Puri- 
tan, 254-70, 290-311; Taswell-Langmead, chs. xvi-xvii. 
Suggestive Questions: 

1. Show exactly how the "Revolutionary Settlement" indicated the 
supremacy of Parliament. 

2. What reason is there for thinking that Walpole was not the fu-st prime 
minister? 

3. Trace the growth of the powex of the gentry, the nobility and the 
Church in English politics. 



44 Indiana University 

LESSON 34. EARLY COLONIAL RIVALRY OF FRANCE AND 

ENGLAND 

I. English Colonial Rivalries before 1688. 

1. With the Spanish, and Portugese. 

a. English trade 'with Spanish America. 

b. English and Portugese in India and the East Indies. 

2. With the Dutch in the 17th century. 

a. Massacre of Amboyna (1623). 

b. Conflicting interests in America. 

e. Wars -with the Dutch — New Amsterdam, 
d. Na%dgations Acts of 1651 and 1660. 
II. French and English Colonial Policies compared. 

1. Part played by respective governments in colonization. 

2. Interest of the English and French people in colonizing. 

3. Different attitude towards the native; reasons for it? 

III. Extent of English and French Colonial Domains (1688). 

1. Most important colonial possessions of England. 

2. French colonial possessions. 

3. Strategic value of these colonists. 

IV. Comparative resources of French and English in 1688. 

1. Comparative area and population of colonial dominions. 

2. Nature of government in each. 

3. Attitude of the Indians and the mother country. 
Assignment: Hayes, I. 299-306; Cheyney, 177-98. 

Reading: Pollard, 236-63; Lyall, Brit. Dominion of India, 34—48; Abbott, 
II. 73-93; Camh. Mod. Hist. IV. eh. xxv; J. W. "Welsford, The Strength 
of England, 205-18, 260-86; W. W. Hunter, British India, I., passim; 
W. C. Webster, History of Commerce, 165-77. 

Suggestive Questions: 

1. Why was it possible for the English to trimnph over the Spanish and 
Dutch in their struggles for colonial empire? 

2. About 1880 it was said the French had colonies but no colonists, the 
Germans colonists, but no colonies, and onlj^ the EngUsh had both colonies 
and colonists. What is the implication of this statement? 

3. Why were the English colonies more successful than the French? 
the Spanish? the Dutch? 



Syllabus. OF Modern European History 45 

LESSON 35. COLONIAL AND DYNASTIC RIVALRY OF FRANCE 

AND ENGLAND 

I. Personal Rivalry of William III and Louis XIV. 

1. Political and religious differences. 

2. The Dutch War: the Reunions. 

3. League of Augsburg; Revolution of 1688. 

IT. War of the League of Augsburg (1689-1697). 

L Causes: immediate and remote. 

2. The war of Ireland. 

a. Battle of Boyne; siege of Londonderry. 

b. Treaty of Limerick; the Orange Settlement. 

3. The European phase. 

4. King William's War in America. 

a. French and Indian attack on New England. 

b. Attack on Port Royal. 

c. English expedition against Canada given up. 
III. The War of the Spanish Succession (1702-13). 

1. General featm-e of the European conflict. 

2. Reasons for the colonial conflict. 

3. Leading events in Queen Anne's War. 

a. Attack on Deerfleld and Haverhill. 

b. Invasion of Carolinas by French and Spanish, 
e. Capture of Port Royal. 

4. Treaty of Utrecht. 

a. The asiento and the slave trade. 

b. Trading rights with Spanish colonies. 

e. Increase in smuggling; the Caribbean buccaneers. 

Assignment: Hayes, I. 306-9; Robinson, II. 331-9. 

Reading: W. C. Webster, History of Commerce, 177-88; Abbott, 11. 165- 
76; W. H. Woodward, Expansion of British Empire, 131-81; R. G. Thwaites, 
Colonies, 245-57; G. L. Beer, Old Colonial Sijstem, 1-57: Sir C. N. Dalton, 
Life of Thomas Pitt; Lavell and Payne, Imperial Britain, ch. iv. 

Suggestive Questions: 

1. What success did William of Orange have in his wars against the 
PVeneh? In what sense was he the center of opposition against Louis XIV? 

2. Why did the Jacobites fail in Ireland? What were the consequences 
of the Treaty of Limerick? 

3. What economic and political gains came to England as a result of 
the first two inter-colonial wars? 



4G Indiana University 

LESSON 36. GERMANY IN THE EARLY EIGHTEENTH CENTURY 

I. Condition of the Holy Roman Empire. 

1. Emperor, electors and the diet. 

2. Relation of princes, knights and imperial cities. 

3. Lack of CO operation; decentralization of Germany. 

4. Interests of Sweden, Denmark and France in the Empire. 
II. The Austrian Dominions. 

1. Emperor sacrificed Empire to good of Hapsburgs. 

2. Acquisition of territories: gains in 1714. 

3. Difficulties with Elizabeth Farnese; Sardinia exchanged for Sicily. 

4. Relations with Magyars of Hungary and the Turks. 

5. Other nationahties and languages. 

6. Charles VI's Pragmatic Sanction: Ostend Company and Italy. 
III. Minor German States and Dynasties. 

1. Bavaria and the Wittelsbachs. 

2. Saxony and the Wettins. 

3. Hanover and Great Britain. 

4. Baden and Wiirtemburg. 

5. Smaller states; ecclesiastical dominions. 

6. Jealousies between ruUng dynasties. 

Assignment: Hayes, I. 342-7, 352-4; finish and hand in Map Study No. 4. 

Reading: Wakeman, 265-8 ; C. T. Atkinson, A History of Germany, (1715- 
1815) 1-83, 97-104; A. Hassall, The Balance of Power, 1-23; Armstrong, 
Elisabeth Farnese, 1-33, 110-37; Camb. Mod. Hist. VI., 626-701, VII, 
306-37; H. Tuttle, History of Prussia, II. chap, i, ii; E. Henderson, Short 
History of Germany, II. 44-86. 

Suggestive Questions: 

1. In what ways did the Thirty Years War affect the Germanics? the 
Hapsburgs? ■ , 

2. What were the fundamental reasons for the wars between the Haps- 
burgs and the Turks? for the strife between the Hapsburgs and the Magyars? 

3. What part did the Hapsburgs and Bourbons play in the War of the 
Polish Succession? 



Syllabus of Modern European History 47 

LESSON 37. THE RISE OF PRUSSIA AS A (;REAr STATE 

I. Origin of the House of Holienzollern. 

1. The Holieuzollerns; their origin and policy. 

2. Prince of HohenzoUern becomes marquis of Brandenburg. 

3. Acquisition of Prussia, Cleves, Jiihch, etc. 

4. Consolidation of scattered territories the task of HohenzoUerns. 
II. Frederick William, the Great Elector (1640-1688). 

1. Territorial gains at treaty of Westphalia (1648). 

2. Strengthening the government, increase of the army. 

3. Centralization of authority; gains by diplomacy. 

III. Elector of Brandenburg becomes "King in Prussia". 

1. Influence of the Grand Alliance (1701). 

2. Formation of Prussia on the treaty of Utrecht. 
IV. Frederick William I (1713-1740). 

1. Personal character and idiosyncrasies. 

2. Domestic reforms. 

3. Strong foreign policy; large army. 

4. Youth of Frederick, his son. 

Assignment: Hayes, I. 347-52; Robinson, II. 315-23. Map Study No. 5 

is to be done for today. 
Readings: Wakeman, 172-83; H. Tuttle, History of Prussia, I. 378-488; 

Henderson, II. 1-43, 87-122; C. T. Atkinson, History of Germany, 84-96; 

Camb. Mod. Hist., V, 616-72; Marriott and Robertson, Evolution of 

Prussia, chs. i-iii. 
Suggestive Questions: 

1. Explain how the HohenzoUerns increased their territories and con- 
solidated their government (1640-1740). 

2. Compare the Great Elector and Frederick Wilham I in as many ways 
as you can. 

3. How did the HohenzoUerns gain Berg, Jlilich, Cleves, Madgeburg, 
East Mark, East Friesland, Bayreuth? 



48 Indiana University 

LESSON 38. RISE OF RUSSIA AS A GREAT STATE. 

I. Russian History before 1689. 

1. Grand duchy of Moscovy; the Mongols and Tartars. 

2. Reign of Ivan the Great. 

3. Expansion in the sixteenth century: the Cossacks. 

4. The accession of the Romanovs. 

5. Oriental nature of Russia. 

11. The Domestic Policy of Peter the Great. 

1. Peter's trip to Western Europe; Europeanization of Russia. 

2. Orthodox Church brought under the Czar's control. 

3. Crushing of the Streltzi; reorganization of the army. 

4. Consolidation of the government. 

5. Changes in manners and ciistoms. 

III. Peter the Great and Charles XII of Sweden. 

1. Comparison of their characters. 

2. The League against Sweden. 

3. The Great Northern War (1699-1721). 

a. Defeat of Denmark by Charles XII. 

b. Battle of Narva (1700). 

c. Charles XII conquers Poland; Augustus II of Poland (1704). 

d. Defeat of Swedes at Pultowa (1709). 

6. Treaty of Nystad (1721) ; humiliation of Sweden. 

IV. The Turks and Peter the Great. 

1. Peter desires control of Black Sea. 

2. War with the Turks (1695-1696). 

3. Charles XII eggs on the Turks to attack Russia. 

4. Defeat of Peter: treaty of Pruth (1711). 
Assignment; Hayes, I. 366-79; Robinson, II. 301-15. 

Readings: J. F. Chance, George I and the Northern War, 1-49, 473-88; 

A. Rambaud, II. chs. i-iii; R. N. Bain, Charles XII, chs. iv, ix ,x; Abbott, 

II. 152-65; Hassall, 107-27. 
Suggestive Questions: 

1. What factors accoimt for the backwardness of Russia in 1700? Why 
did Peter have so little success in Europeanizing Russia? 

2. What was the influence of the Northern War upon Poland? What 
part did Augustus II and Goertz play in this war? 

3. Why was Peter the Great successful in his wars against Sweden? 



Syllabus of Modern European History 49 

LESSON 39. DYNASTIC AND COLONIAL RIVALRY (1713-1756) 

I. Elizabeth Farnesc and Alberoni (1713-1733). 

1. Influence of Elizabeth Farnese over Philip V. 

2. Difficulties in Italy — Alberoni and Dubois. 

3. Battle of Cape Passaro and the Quadruple Alliance (1718-1719) 

4. Spain and the Pragmatic Sanction. 

II. War of the Polish Succession (1733-1738). 

1. Election of Stanislaus Lescznski as king — French influence. 

2. Opposition of Austria and Russia. 

3. Main seat of the war in Italy. 

4. Peace of Vienna (1738). 

III. War of the Austrian Succession. 

1. War of Jenkins' Ear (1739). 

2. Maria Theresa and Frederick the Great — the Silesian Wars. 

3. War between England and France. 

a. Main cause. 

b. European phase. 

c. War in America; capture of Louisburg; expulsion of Aeadians. 

d. Dupleix captures Madras in India. 

4. Peace of Aix-la-Chapelle (1748). 

IV. The Diplomatic Revolution. 

1. Causes: jealousies of Saxony and Great Britain. 

2. Influence of Count Kaunitz and Madame de Pompadour. 

3. Alliance of Great Britain and Frederick the Great. 

4. Significance of the Hapsburg-Bourbon alliance. 
Assignment: Hayes, I. 263-6, 308-12, 351-9; hand in Map Study No. 3- 
Readings: Henri Martin, History of France, I. 69-199; Abbott, II. 177- 

203, 232-51; Hassall, 25-106, 206-40; W. H. Woodward, Expansion of 
British Empire, 182-92; E. Armstrong, Elisabeth Farnese, 34-109; Marriott 
and Robertson, ch. iv. 
Suggestive Questions: 

1. For what reasons has Elisabeth Farnese been styled the "termagant 
queen"? Account for her great influence in European affairs. 

2. Why did France and Spain support, and Russia and Austria oppose, 
the election of Lescznski as king of Poland? 

3. What were the lasting results of the War of the Austrian Succession? 
the Polis^h War of the Polish Succession? 



50 Indiana University 

LESSON 40. THE SEVEN YEARS WAR AND THE AMERICAN 

REVOLUTION; RIVALRY OF FRANCE AND ENGLAND. 

AUSTRIA AND PRUSSIA (1756-1783) 

L Seven Years War (1756-1763). 

1. Causes: political and economic. 

a. Great Britain's alliance with Prussia. 

b. Rivalry over colonies. 

2. The War in Europe. 

a. Frederick the Great wins Rossbach, Leu then. 

b. Importance of the English navy. 

c. Victory against the French at Minden (1759). 

d. Frederick the Great's dilemma. \ 

e. Withdrawal of English subsidies. 

f. Death of Czarina Elizabeth (1762). 

3. The war in India. 

a. Significance of Dupleix's policy. 

b. The Black Hole of Calcutta. 

c. Clive wins battle at Plassy (1757). 

d. Sir Eyre Coote's victory at Wandewash (1760). 

4. Old French and Indian Wars (1754-1763). 

a. English and French claims to Ohio and Mississippi valleys. 

b. Braddoek's defeat (1755). 

c. Reorganization under Pitt, the elder. 

d. Wolfe's victory over Montcalm at Quebec (1759). 

e. Surrender of Montreal (1760). 

5. Treaty of Paris. 

a. Main provisions. 

b. Its significance. 

II. The American Revolution. 

1. Caused partly by readjustment of English colonial policy. 

2. Burgoyne's surrender at Saratoga (1777). 

3. The French Alliance; French aid at Yorktown. 

4. Treaty of Versailles (1783). 

Assignment: Hayes, I. 312-40, 359-62; Robinson, II. 336-45, 353-6. 
Readings: Abbott, 251-60, 283-332; F. Harrison, Chatham, 169-205; 

Longman, Frederick the Great and Seien Years War; G. L. Beer, British 

Colonial Policy, 6-15, 31-51, 160-227; Cheyney, Readings, 590-603; 

Hassall, 241-79, 332-48; Camb. Mod. Hist., VI. chap, ix, xv; Lecky 

American Revolution (Woodburn ed.) passim. 
Suggestive Questions: 

1. What were the really significant causes of the Seven Years War? 
What did England and Prussia gain by it? Why is 1759 considered one of 
the most significant dates in American History. 

2. To what degree was the suceegs of the English due to Pitt? to Clive? 

3. Show clearly how important was the aid rendered the colonies by 
France in 1781. 



Syllai'.is of Modern Ei'roi'ean History 51 

LESSON 41. THE EASTERN QUESTION (1713-1795). 

I. Relations of Russia and Turkey (1711-1774). 

1. General state of Tm-key; peace of Passarowitz (1718). 

2. Russia's advance eastward and southward. 

3. German influences in Russia. 

a. Work of Munich, Osterman and Biren. 

b. Russia and Austria attack Turkey (1736). 

c. Peace of Belgrade (1739) ; Russian gains and Austrian losses. 

4. Catherine the Great and the Turks (1762-1796). 

a. Cossack uprising; jealousy of Prussia and Austria. 

b. Russia wins decisive victories. 

c. Treaty of Kuchuk-Kainarji (1774). 
II. The Bavarian Succession (1777-1778). 

1. General political situation in Europe (1777-1778). 

2. Decline of the House of Wittelsbach; Austrian interference; im- 
inent danger of war. 

3. The Treaty of Teschen averts war (1779). 
in. The Partition of Poland (1772-1795). 

1. Defenceless position of Poland. 

2. Covetousness of Prussia and Russia. 

3. Stanislaus Poniatowski elected king (1764). 

4. Russia makes war against the Poles. 

5. The Triple Alliance; the First Partition (1772) 

6. The Second Partition (1793); Austria not concerned. 

7. p]xtinction of Poland (1795) ; Austria again takes a share. 
IV. Significance of the Rise of Russia and Prussia. 

1. Upon Turkey and Austria. 

2. On Europe in general. 
Assignment: Hayes, I. 379-88; Hazen, 24-30. 

Readings: P. Guedalla, Partition of Europe, 1715-1815, 68-91, 120-24; 
Hassall, 107-27, 298-331, 350-93; Rambaud, II chs. iii, x; I. L. Plunket, 
Fall of the Old Order, 17-45; Cavih. Mod. Hist., VT. chs. x, xviii, xix. 
Suggestive Questions: 

1. Summarize the factors and conditions that made possible the par- 
tition of Poland. 

2. How can you account for the Russian successes and Austrian failures 
against the Turks.^ 

3. One historian has said that Catherine the Great was probably the 
ablest Avoman who ever graced a throne in Europe. Criticise the statement. 



52 Indiana University 

LESSON 42. RELIGIOUS CONDITIONS IN THE EIGHTEENTH 

CENTURY 

I. Successes of the Catholic Reformation. 

1. Saved South Germany and Bohemia. 

2. Reclaimed large part of Hungary and Poland. 
IL Protestant Europe. 

1. Distributions of the Lutherans. 

2. Growth of Anglicanism before and after 1660. 

3. Spread of Calvinism; break-up into many denominations. 

III. History of the Catholic Church (1600-1789). 

1. Expulsion of the Huguenots (1685). 

2. Rise of Jansenists and Febronians. 

3. Growth of skepticism, agnosticism and deism. 
3. Expulsion of the Jesuits. 

5. Increased bitterness in the attacks upon the Church. 

IV. Rise of Methodism in England. 

1. Strength of the old Puritan movement. 

2. Spiritual decay in the Anglican church. 

3. Increase in drunkeness, crime and immorality. 

4. Evangehcal work of the Wesleys and Whitefield. 

5. Significance of the movement in English history. 
Assignment: Hayes, I. 406-14; Lowell, chapter on "clergy." 
Readings: Leck3^ (Cabinet ed.), ch. viii; Macaulay, History of England, 

ch. iii, passim; Taine, Bk. I, eh. iv, -passim, Mathews, 42-51; Tickner, 
483-98; Bourne, 33-40; Toequeville, France in 1789; John Wesley, Journal. 
Suggestive Questions: 

1. Why have the Calvinists split up into so many different denomina- 
tions while the Lutherans and Anglicans have not? 

2. Why were the Jesuits expelled from Prance, Spain and Portugal? 
To what extent were they responsible for the attacks made upon the Catholic 
Church? 

3. Account for the decline in manners and morals in England during the 
first half of the eighteenth century. 



Syllabus of Modern European History 53- 

LESSON 43. INTELLECTUAL LIFE IN THE EIGHTEENTH 

CENTURY 

I. Lack of Means of Education. 

1. No thought of educating the masses. 

2. Influence of the Church supreme in education. 

3. Schools few and books expensive. 

4. Vast majority of the people in Europe illiterate in 1700. 

5. Spread of interest in science and. pohtical philosophy. 
II. Development of Science. 

1. Characteristics of the "New" Science. 

2. Work of Sir Isaac Newton. 

3. Experimental and Applied Science. 

4. Scientific study becomes popular. 

III. Growth of Political Philosophy. 

1. General interest in subject — Locke's Essay on Civil Government. 

2. France the home of political philosophy. 

a. Montesquieu and the Spirit of Laws. 

b. Voltaire's attack on Church and State. 

c. Rousseau's philosophy — the Contrdt Social. 

3. The work of the Encyclopedists. 

IV. The Physiocrats and Adam Smith. 

1. Teachings of the Physiocrats. 

2. Work of Sully, Quesnay and Turgot. 

3. The mercantile theory. 

4. Significance of Adam Smith's Wealth of Nations. 
Assignment: Hayes, I. 414-26; Robmson, II. 380-86; Lowell, 119-33. 
Readings: Abbott, II. 261-82, 333-76; Mathews, 52-90; Bourne, 33-48; 

Taine, Bk. IV and Bk. V, ch. iii; Madehn, 13-7; Montesquieu, Spirit a 
Laws, I. eh. vii; Aul&rd, French Revolution, I. 79-126. 
Suggestive Questions: 

1. One writer insists that the French peasantry revolted not because 
they were worse off, but rather because they were better off than the other 
peasants of Continental Europe. How could that be true?^^ }^\'_ | 

2. Which one of the three great French political philosophers exercised 
the greatest influence upon the French Revolution? Why? 

3. What has been the reason for the great influence of Adam Smith's 
Wealth of Nations? 



54 Indiana University 

LESSON 44. THE GOVERNMENTS OF EUROPE (1759-1789) 

I. Government of the British Isles (1789). 

1. Position of England, Wales, Scotland and Ireland. 

2. The Executive: the king and the cabinet. 

3. Relation of the cabinet to Parliament. 

4. "Unrepresentative" system and elections. 

5. Demands for political reform. 
II. The "Benevolent Despotisms". 

1. Prussia under Frederick II. 

2. Russia under Catherine the Great. 

3. Spain under Charles III. 

4. Hapsburg dominions under Joseph II. 

5. Portugal under Joseph I and Pombal. 

III. Other European Governments. 

1. "Enlightened" statesmen and princes. 

a. Tanucci and Squilacei in Italy and Spain. 

b. Struensee in Denmark. 

c. Du Tillot in Parma. 

2. Governments of Turkey, Italian and German states. 

IV. The Bourbon Monarchy under Louis XV. 

1. Centralization of power in the king. 

2. Checks upon the king: custom, -parlement de Paris. 

3. Utmost confusion in judiciary. 

a. Different kinds of law. 

b. Corruption and ignorance among the judges. 

e. The royal prerogative and the judiciary: lettres de cachet. 

6. Absence of political parties and real legislative bodies. 
Assignment: Hayes, I. 430-54; Robinson, II, 360-5. 

Readings: Bourne, 48-75; Mathews, chs.- i-ii, Madehn, 31-7; T. E. May, 
Constitutional History of England, ch. vi; Cheyney, Readings, 616-23, 
640-6; Cross, 904-14; Lowell, 4-24; G. O. Trevelyan, Early Life of C. J. 
Fox, 61-137. 

Suggestive Questions: 

1. How do you account for the "Unreformed House of Commons"? 
Why was reform so long in coming? 

2. Charles III has been termed the greatest of the benevolent despots. 
Justify or condemn this statement. 

3. What was the pohtical status of the French nobility? What was the 
cause for and significance of this state of things? 



Syllabus oii' Modicrn European Hlstory 55 

LESSON 45. SOCIAL AND ECONOMIC CHANGES (1500-1800) 

I. Gradual Nature of all these changes. 

1. General inertia in rural life and feiidal survivals. 

2. Despotic government often forgot the masses. 

3. Lack of ncAv inventions, means of transportation and mobile 
capital. 

II. Agricultural Progress. 

1. Land in England has a social and political value. 

2. Rise of "Gentlemen Farmers". 

a. Application of capital to land improvements. 

b. Work of Townshend, Tull, Bakewell and Coke. 

c. Convertible husbandry and enclosures. 

3. Increase in agricultural education; Arthur Young. 

4. Survival of the open field system. 

III. Increased Manufacturing and Commerce. 

1. General effect of the Commercial Revolution. 

2. Relations of the towns and the craft guilds. 

3. Rise of the entrepreneur: the domestic system. 

4. Mercantilism and Colbertism. 

5. Influence of colonization and surplus manufactures. 

6. Increase of "commercial" bourgeoisie. 

7. Approach of the Industrial Revolution. 
IV. Social Classes in France. 

1. First estate: higher and lower clergy. 

2. Second estate : greater and lesser nobiKty. 

3. The Third estates. 

a. Urban : bourgeoisie and artisans. 

b. Rural: peasant proprietors and peasantry. 

4. Land tenure. 

a. Feudal survivals. 

b. Position of the seigneur: absenteeism. 

Assignment: Hayes, I. 395-406; Tickner, 499-509; prepare and hand in 

Map Study No. 6a. 
Reading: Taine, Fr. Rev., Bk. I. eh. ii, Bk. V, ch. i; Warner, 281-300; 

Mathews, 12-30; Lowell, 186-242; Gibbins, 2 65-83,321-40; De Toeque- 

viUe, passim; Usher, 195-239; Aulard, I. 161-211. 
Suggestive Questions: 

1. Why were enclosures in England both a benefit and an evil to the 
people? Why did they proceed so slowly? 

2. By what indirect means did the bourgeoisie attempt to increase their 
poUtical influence in France? To what extent did they succeed? 

3. Why is absenteeism the curse of any system of land tenure? Why 
were the peasants so oppressed in Franeef 



5G Indiana University 

LESSON 46. MORE IMMEDIATE CAUSES OF THE FRENCH 

REVOLUTION 

I. Decline of the Monarchy. 

1. Ineptitude of Louis XV. 

2. Character of Louis XVI. 

3. Unpopularity of the Queen. 

4. Political ignorance of nobility. 
II. Financial Difficulties. 

1. Wars of Louis XIV. 

2. Extravagance of Louis XV. 

3. Louis XVI attempts to avert bankruptcy. 

a. Turgot's reforms (1774-6). 

b. Neeker's Administration (1776-1781). 
e. Inefficiency of Calonne. 

d. The Assembly of Notables and Archbishop de Brienne. 

e. Demand for an Estates General. 

III. Inequalities of Taxation. 

1. Unfairness of the taiUe. 

2. Complaints against the gabelle. 

3. Seigneurial dues; other perquisites of the nobility. 
4. Oppositions of peasantry and bourgeoisie. 

IV. The American Revolution. 

1. Political theories borrowed from France. 

2. The work of Franklin. 

3. Experiences of French soldiers andsailors in America. 

4. Loans of France to America. 
V. Famine in France. 

1. Failure of the harvests. 

2. Poor distribution — tax on grains passing fram province to province. 

3. Speculation in food stuffs. 

Assignment: Hayes, I. 449-461, 464-69; Robinson, II. 386-96. 
Readings: Hazen, 60-9; Hassall, 394-417; Bourne, 62-75; Vesta Webster, 

Fr. Rev. ; Madehn, 38-47; Mathews, 91-110; Aulard, I., 79-126; 

Taine, Bk. V, ch. ii; Kitchin, III. 469-86; Tocqueville, 192-246; H & C, 

ch. ii; Turner, . 

Suggestive Questions: 

1. Show that it was not the weight of taxation but the inequality of its 
distribution that played havoc with France. 

2. Why did Turgot and Neeker fail in their attempts to reform French 
finances? 

3. Explain why the different units of local administration brought chaos 
in France. 



Syllabus op Modern European History 57 

LESSON 47. THE MEETING OF THE ESTATES GENERAL 

1. Membership. 

1. Third estate given double representation. 

2. Leading representatives of the clergy. 

3. The more prominent nobles. 

4. General purpose of the Estates General. 

5. The cahiers prepared for the meeting. 
IL Attitude of the Third Estate. 

1. Refused to organize as an estate. 

2. Take on themselves the name of National Assembly. 

3. The Oath of the Tennis Court (June 20, 1789). 

4. The Royal Session (June 23). 

5. Louis XVI yielded to third estate. 
IIL The Constituent Assembly. 

1. Fears compulsion by the Court. 

2. Dismissal of Necker; Desmoulins arouses the masses. 

3. The search for arms. 
IV. Outbreak of Disorder. 

1. The Fall of the Bastile (July 14, 1789). 

a. Organization of government of Paris. 

b. National Guard. 

e. Significance of the day. 

2. "Weeks of the great fear." 

3. Destruction of feudalism. 

4. March of the "Market Women" to Versailles. 

5. King and Assembly go to Paris. 

6. Festival of July 14, 1790. 

V. Flight of Louis XVI (June 20, 1791). 

1. Mu'abeau and the Court. 

2. Failure of Mirabeau and Lafayette to co-operate. 

3. Mirabeau's suggestions; his death. 

4. Fhght of the King to Varennes. 

5. Significance of the attempt. 

Assignment: Hayes, I. 464-79; Thomas Carlyle, The French Revolution 
chs on "The Procession" and on the "Fall of the Bastile." 

Readings: Bourne, 88-106; Webster, ; Aulard, I. 127-60; Robin- 
son, II. 397-404; Kitchin, III, 487-98; Madehn, 51-92; Mathews, 111- 
37; Taine, Fr. Rev. I.; H. & C, ch. iii; Turner, . 

Suggestive Questions: 

1. What is your estimate of Mirabeau? Necker? Lafayette? 

2. Could a strong king or a strong ministry, or both, have arrested the 
Revolution? 

3. What was the real significance of the march of the "market women"? 
of the flight of the Idng? 



58 Indiana University 

LESSON 48. THE LEGISLATION OF THE CONSTITUENT 
ASSEMBLY 

L The Nature of the Constituent Assembly. 

1. Shape of the meeting hall — Right and Left. 

2. Absence of higher clergy and greater nobles. 

3. Sessions open to the public. 

4. Indecorous nature of some of the meetings. 
11. "Orgy" of the 4th of August, 1789. 

1. Anarchy among the peasantry. 

2. Self-denying ordinance of nobility. 

3. Legal end of feudaUsm. 

4. Immediate results. 

III. Declaration of the Rights of Man. 

1. Great need of a settled government. 

2. Time spent in debating about "natural rights of mankind." 

3. Great importance of this legislation. 

IV. Constitution of 1791. 

1. King to have suspensive veto. 

2. Judges to be elective. 

3. Legislative assembly elected by taxpayers. 

4. Administrative reorganization. 
V. Ecclesiastical Legislation. 

1. Civil Constitution of the Clergy. 

a. Estates of the clergy confiscated. 

b. Clergy to take special oaths of allegiance to state. 

c. State to pay them. 

1. Salaries of higher clergy lowered. 

2. Pay of lower clergy increased. 

2. Effects on church: constitutional and non-juring clergy. 

3. Economic influences. 

a. On finance — assignats. 

b. Land tenure. 

Assignment: Hayes, I. 479-86; Robinson, II. 405-27. 

Readings: Bourne, 107-36; MadeHn, 93-143; Aulard, I. 212-59; Webster, 

; Mathews, 138-65; Taine, Fr. Rev. II. chs. i-iii; Hazen, 86-100; 

Turner, . 

Suggestive Questions: 

1. What were the political effects of the nationalization of church pro- 
perty. 

2. One writer has said that he was surprised, not that the Constituent 
Assembly accomphshed so little, but that they were able to accomplish 
anything at aU. What were the reasons for his statement? 

3. Show that the Declaration of the Rights of Man and the abolition 
of feudahsm mark milestones in the political and economic history of Europe. 



Syllabus of Modern European History 59 

LESSON 49. THE LEGISLATIVE ASSEMBLY 

I. Rise of Political Parties. 

1. Growth of Political Clubs. 

2. The Constitutional Monarchists. 
.3. The Girondists and Mountain. 

a. Their political ideas. 
h. Local support of each, 
c. Temperament of their leaders. 
IL Composition of the Legislative Assembly. 

1. More radical than those of Constituent Assembly. 

2. Lack of legislative experience among its members. 

3. Leading members and their opinions. 

III. Important happenings in France. 

1. Growth of revolutionary spirit — sans culolle army. 

a. Petion elected mayor of Paris. 

b. Massacres at Avignon. 

2. Louis XVI accepts the Constitution of 1791. 

3. Confiscation of the property of emigrants. 

4. King's two vetoes and dismissal of Feuillant ministry. 

IV. Foreign Affairs. 

1. Appeal of Emperor Leopold. 

2. Treaty of PiUnitz between Austria and Prussia. 

3. Camps of emigre nobles on the Rhone. 

4. Declaration of war against Austria, 20 April, 1792. 
V. Attacks on the King. 

1. Effect of his vetoes and intrigues Avith Austria. 

2. First attack on Tuileries. 

3. Manifesto of the Duke of Brunswick 

4. Sack of the Tuileries — massacre of Swiss Guards. 

5. Deposition of king; the Marseillaise. 

6. September massacres — the cannonade of Valmy. 
Assignment: Hayes, I. 486-500; Robinson, II. 428-45. 

Readings: Hazen, 101-9; Aulard, I. 260-337; Mathews, 166-205; Bourne, 
137-93; Madelin, 213-97; Taine, Fr. Rev. II. 70-155; H. Belloc, Danton, 
passim; H & C, ch. iv; Turner, ; ; Webster, . 

Suggestive Questions: 

1. Trace the growth of Louis XVI's unpopularity. How did it affect 
the Revolution? 

2. Who were the Jacobins? the Feuillants? 

3. a. What was the Commune of Paris? b. What was its influence on 
the Legislative Assembly? 



60 Indiana Univpdrsity 

LESSON 50. THE NATIONAL CONVENTION 

I. Beginning of the Convention. 

1. France proclaimed a Republic. 

2. Adoption of the Republican calendar. 

3. Republic promises aid to all other revolutionaries, 15 Decembei, 
1792. 

4. Trial and execution of the king. 

a. Influence of the Commime of Paris. 

b. Part played by political parties. 

II. Struggle between the Girondists and the Mountain. 

2. Over the form of the new constitution. 

3. Proscription of the Girondist leaders. 

4. Execution of Marie Antoinette and Gironams. 

5. Condition of France. 

a. Bankrupt. 

b. Faced domestic insurrections; Nantes, Lyons, Toulon. 

c. Invaded by foreign armies: Jemmappes and Neewinden. 
III. Reorganization of the Government. 

1. Lack of centralization of power. 

2. The Committee of Pubhe Safety. 

3. Committee of General Security. 

4. Revolutionary tribunal and deputies on mission. 
IV. Terror as a Political Expedient. 

1. Extent of its use. 

2. Success in averting bankruptcy. 

3. Puts down domestic insurrection and checks foreign invasion. 
V. Contest Between the Mountain Leaders. 

1. Jealousy of Hebert as leader of Commune of Paris. 

2. The question of the Terror. 

3. Execution of Danton. 

4. Supremacy of Robespierre. 
VI. The Thermidorian Reaction. 

1. Paris wearies of the Terror — battle of Fleurus. 

2. Execution of Robespierre. 

3. Suppression of Jacobin Club — the White Terror. 

4. Constitution of 1795. 

5. 13th Vendemiaire. 

VII. Constructive Work of the Convention 

1. Abohtion of ground rents; law of the maximum. 

2. Establishment of equal inheritance. 

3. Adoption of metric system. 

4. Cordorcet's system of education. 

5. Legal protection of women and slaves. 

Assignment: Hayes, I. 501-12; Robinson, II. 450 — 64; finish and hand in 

Map Study No. 6a. 
Readings: Hazen, 120-51; Aulard, II. 211-95; Webster, Made- 

hn, 299-390; Turner, ; Bourne, 194-226; Taine, Fr. Rev. II. 196- 

233; Mathews, 207-86; C. G. Robertson, England under the Hanoverians, 

357-407;H&C, chs. v-vi. 
Suggestive Questions: 

1. What in your estimation was the greatest work done by the Conven- 
tion? 

2. Compare the Constitution of 1795 with that of 1791. Why was the 
Constitution of 1793 never put into operation? 

3. Justify or condemn the use of Terror as a political expedient in the 
French Revolution. 



Syllauus of Modern European History 61 

LESSON 51. FRANCE UNDER THE DIRECTORY 

I. The Directory Government. 

1. Executive body of five; how selected. 

2. Council of Ancients; qualifications. 

3. Council of Five Hundred; how elected. 

4. Membership; the two-thirds amendment. 
II. Early Life of Napoleon. 

1. Controversy about his birth in Corsica. 

2. Work at Toulon. 

3. Life in Paris. 

4. Protected the Convention (Oct. 1795). 

5. Influence of Barras; marriage with Josephine. 

III. Campaigns in Northern Italy (1796-1797). 

1. The Plan of the Campaign. 

2. Condition of his army. 

3. Defeat of the Sardinians. 

4. Battle of Lodi; retreat of Austrians to Mantua. 

5. Attempts to relieve the siege of Mantua. 

6. Leoben and Campo Formio (1797). 

IV. Napoleon in Egypt and Syria (1798-1799). 

1. Weakness of the Directory; Fructidor. 

2. Napoleon visits the naval arsenals. 

3. Aim of his campaign in Egypt. 

4. Battle of the Pyramids; destruction of French fleet. 

5. Reorganization of Egypt. 

6. Campaigns in Syria: Acre, Jaffa, Mt. Tabor. 

7. Battle of Aboukir; return to France. 
V. Overthrow of the Directory. 

1. Unpopularity and inefficiency of the Directory. 

2. French mihtary reverse in Italy. 

3. Plans of Sieyes and Napoleon. 

4. Events of the eighteenth Brumaire. 

5. Establishment of the Consulate. 

Assignment: Hayes, I. 512-26; Robinson, II. 465-40, 486-9. 

Readings: Aulard, III. 269-392; Bourne, 226-70; MadeUn, 487-634; 

Hazen, 152-78; Rose, I. 1-220; Fournier, 1-187; Taine, Fr. Rev. III. 420- 

84; Johnston, 1-70; H & C, ch. vii; Turner, . 

Suggestive Questions: 

1. What were the secrets of Napoleon's success in Italy in 1796-1797? 
What was his greatest battle in this campaign? 

2. In what way did the preUmmaries of Leoben differ from the final 
treaty of Campo Formio? What had occurred to cause this change? 

3. What were the most important results of Napoleon's campaigns in 
Egypt and Syria? Was he wise in undertaking them? 



62 Indiana University 

LESSON 52. NAPOLEON'S RISE TO POWER 
I. Second Italian Campaign, (1800). 

1. Establishment of the Consulate 

2. Napoleon's pfens to defeat Austria. 

3. Battle of Marengo (June, 1800). 

4. Moreau wins the battle of Hohenlinden. 

5. Treaty of LuneviUe. 

II. Napoleon's Constructive Legislation (1800-1804'J. 

1. General reorganization of Administration. 

2. The Concordat with the Pope. 

3. The Code Napoleon. 

4. Financial administration; Bank of France. 

5. Education ; pubHc works. 

6. Napoleon's schemes for colonization. 

a. Hostility to England : India. 

b. Idea of an American Empire. 

c. Haiti and the sale of Louisiana. 
HI. Establishment of the Empire. 

1. Disappearance of republican institutions. 

a. Re-estabhshment of the courts, nobility and council of state. 

b. Secret police; censorship of the press. 

2. Organization of tributary states (1797). 

a. Batavian and Helvetian republics. 

b. Cisalpine, Ligurian and Parthenopean republics. 

c. Encroachments along the Rhine. 

d. Changes in these states under the empire. 
IV. The Armed Peace (1801-1805). 

1. Peace of Amiens with England. 

2. Extensive naval preparations^-the Boulogne flotilla. 

3. Increased size of army. 

V. The First Austrian Campaign (1805). 

1. Villeneuve and Trafalgar. 

2. General Mack at Ulm. 

3. The battle of Austerlitz. 

a. Russians and Austrians against the French. 

b. Kutusov vs. Napoleon. 

c. Napoleon's strategy brought victory. 

4. Peace of Pressburg. 

Assignment: Hayes, I. 523-39; Robinson, II. 480-98. 

Readings: Johnston, 71-129; Rose, I. 221-445; Bourne, 270-326; Aulard, 
IV. 152-282; Hazen, 179-214; Fournier, 188-325; P. Guedalla, Partition 
of Europe, 246-66; H & C, chs. vii-viii; Turner, . 

Suggestive Questions: 

1. Compare the provisions of the treaties of Basle, Campo Formio, Lune- 
viUe and Pressbiirg as to their bearing upon the Germanics. 

2. By many the Code Napoeon is considered Napoleon Bonaparte's 
greatest monument. Why? 

3. Discuss the battle of Trafalgar as to: a. strategy, b. influence on 
France, e. influence on England. 



Syllabus op Moderx Euroi'ean Histoi'y Oo 

LESSON 53. THE NAPOLEONIC EMPIRE AT ITS HEIGHT 

I. Campaign against Prussia (1806). 

L Haugwitz's diplomacy; Hanover. 

2. Napoleon creates Confederation of the Rhine. 

3. Prussia's lack of commanders. 

4. Jena and Auerstadt. 

II. Napoleon invades Russia (1806-1807). 

1. Russia was an ally of Prussia. 

2. Benigsen and the battle of Eylau. 

3. Heilsperg and Friedland. 

4. The Treaty of Tilsit (1807). 

a. Concerned Prassia as well as Russia. 

b. Prussia put at Napoleon's mercy. 

c. Czar and Napoleon form an alliance. 

III. The Continental System. 

1. What the system was? Why necessary? 

2. Weak spots in it. 

a. Scandanavia; Denmark. 

b. Sicily and Portugal. 

3. French decrees and British Orders in Council. 

4. Probable success of the plan. 

IV. The War in Spain. (1807-1813). 

1. Charles VI's inefficiency. 

2. Napoleon acts as arbitrator between him and his son. 

3. French armies invade Spain and Portugal. 

4. French reverse at Cintra and Baylen (1807). 

5. Napoleon's successes; Soult and Sir John Moore. 

6. Jealousy between King Joseph and the French generals. 

7. Wellesley's victories: Salamanca and Vitoria (1813). 
V. Second Austrian Campaign (1809). 

1. Extensive Austrian preparations. 

2. French victories at Landschutt and Eckmtihl. 

3. Hard fought battles of Aspern and Essling. 

4. Napoleon won decisive battle of Wagram. 

5. Provisions of the treaty of Schonbrunn (Vienna). 

6. The position of Napoleon in 1810. 
Assigninent: Hayes, 1, 539-55; Robinson, II. 499-514. 

Readings Rose, II. 47-19; Bourne, 326-66; Fournier, 325-492; Johnston, 

130-69; Hazen, 215-27; H & C, chs. ix-xi; Turner, ; A. T. Mahan, 

Influence oj Sea Power. 

Suggestive Questions: 

1. At what moment was Napoleon reaUy at the height of his power? 
What are your reasons for selecting this date? 

2. What elements of the treaty of Tilsit strengthened Napoleon? What 
elements were certain to bring difficulty later? 

3. To what degree do you think that Napoleon was justified in the Con- 
tinental System? How did it affect neutrals? 



64 Indiana University 

LESSON 54. DOWNFALL OF NAPOLEON 

I. Napoleon's marriage with Maria Louise of Austria. 

1. Position of Josephine. 

2. Napoleon's advances to Czar rebuffed. 

3. Alliance with Metternich; its importance. 
II. Russian Campaign (1812). 

1. Causes: jealousies, Continental System. 

2. Napoleon's great preparations. 

3. The invasion of Russia; battle of Borodino. 

4. Retreat from Moscow ; crossing the Beresina. 

5. Stupendous losses of men and materials. 

III. Wars of Liberation (1813). 

1. Regeneration of Prussia. 

a. Influence of the French Revolution. 

b. Work of Stein, Hardenberg and Scharnhorst. 

c. Rise of national spirit; Arndt and Fichte. 

2. First Saxon Campaign. 

a. Capitulation of Yorck; Prussia declares war on Napoleon. 

b. Co-operation of Russia and Prussia. 

c. Battles of Lutzen and Bautzen. 

3. Period of the Armistice. 

a. Exhaustion of the French and Russians. 

b. Metternich*s ultimatum to Napoleon. 

4. Second Saxon Campaign. 

a. Austria joins the coalition against Napoleon. 

b. French success at Dresden, 
e. "Closing in" on Napoleon. 

d. Battle of the Nations; Napoleon's defeat. 

e. French retreat to the Rhine. 

IV. War in France (1814). 

1. Fourfold drive on Paris. 

2. Napoleon defeats Prussians and Austrians separately. 

3. Disaffection of Marmont, Fouche and Talleyrand. 

4. Abdication of Napoleon. 
V. The Hundred Days (1815). 

1. The Return from Elba. 

2. Preparations to meet the Coalition. 

3. Battles of Ligny and Quatre Bras. 

4. Waterloo and St. Helena. 

Assignment: Hayes, I. 555-76. Finish and hand in Map Study 6c. 

Readings: Henderson II. 270-323; Robinson, II. 514^32; Lord Rosebery, 
Last Phase, passim; Fournier, 493-744; Johnston, 170-238; Bourne, 367- 
445; Rose, II. 192-530; Hazen, 227-48; H & C, chs. xii-xv; Turner, . 

Suggestive Questions: 

1. What do you deem the most important single cause of Napoleon's 
downfall? 

2. Why did Napoleon lose the battle of Leipzic? Waterloo? 

3. To what extent was Napoleon's downfall due to Talleyrand? Metter 
nich? Wellington? Blucher? Alexander I? 



Syllabus of Modern European History 65 

LESSON 55. THE INDUSTRIAL REVOLUTION 

L Antecedents of the Industrial Revolution. 

1. Previous economic stages: manorial and gild systems. 

2. Characteristics of the domestic system. 

3. Increase in amount of mobile capital. 

4. The development of commerce. 

5. The Agricultural Revolution. 

IL Elements of the Industrial Revolutions. 
L Invention of intricate machinery. 

2. Application of motive power to machinery. 

3. Supervision and division of labor. 

4. Estabhshment of wage tie between capital and labor. 

III. Perfection of textile machinery. 

1. For spinning. 

a. Hargraves' spinning jenny (1770). 

b. Arkwright's water frame. 

c. Crompton's spinning mule. 

2. For weaving. 

a. Kay's fly-shuttle (1738. 

b. Cartwright's power loom (1785). 

3. Contributory agents. 

a. Arkwright's organizing power. 

b. Whitney's cotton gin. 

IV. The development of the steam engine. 

1. Pioneer work of Newcomen. 

2. Watt's steam engine. 

3. Application of steam as a motive power. 

a. For running machinery: power loom, printing press. 

b. For transportation: steamboat and locomotive. 
V. Development of the iron industry. 

1. Use of wood for fuel. 

2. Importance of coal. 

3. The Bessemer and Siemen's "open hearth" furnaces. 

4. Great industrial value of steel. 



66 Indiana University 

VI. Later developments. 

1. Improvement of textile maciiinery. 

2. Advance in transportation facilities. 

3. Utilization of electricity. 

4. Invention of balloons and aeroplanes. 

5. Medical discoveries. 

a. Preventive medicine. 

b. Anaesthetics, antiseptics and surgery. 

6. The Spirit of Invention. 

Assignment: Sehapiro, 25-36; Hayes, 67-75; Gibbins, 321-57. 
Readings: Ogg, Ec. Dev., 45-64, 117-30; Bourne, 76-87; A. Toynbee, 

Industrial Revolution, 22-33, 64-72; S. Walpole, England since 1815, I. 

50-110; Tiekner, 510-29; Usher, eh. x; Briggs, Econ. Hist. Eng., eh. v. 
Suggestive Questions: 

1. What period is covered by the Industrial Revolution proper in Eng- 
land? France? Germany? Russia? 

2. Was the Industrial Revolution as sudden as the word "Revolution" 
would suggest? To what extent was its progress delayed on the Continent 
by the Napoleonic wars? 

3. What is the relative importance of the four elements that go to make 
up the Industrial Revolution? 



Syllabus of Modern European History 67 

LESSON 56. THE FACTORY SYSTEM 

I. Increased importance of mobile capital. 

1. Expense for plant and machinery. 

2. Heavy operating costs. 

2. Great length of time between the beginning of manufacturing 

process and sale of completed product. 
4. Rise of the capitalistic promoter. 
II. Establishment of cash nexus between employer and employee. 

1. Disappearance of master and servant relationship. 

2. Evolution of wage-earner and capitalist entrepreneur. 

3. Strife between capital and labor. 

III. Unprecedented growth of industry. 

1. Speeding-up of machinery — division of labor. 

2. Increase of manufactures means increase of commerce. 

3. Long hours of labor; exploitation. 

4. Sanitary conditions in factory. 

IV. Social Results of the Factory System. 

1. Growth of population. 

2. Emigration from country to town. 

a. Increased size of cities. 

b. Pressing questions of sanitation and police. 

c. Decay of the yeomanry. 

3. Employment of women and children. 

4. Ill health, unemployment and pauperism. 
V. Rise of Labor Unions. 

1. Development of class consciousness. 

2. Widening of the gulf between labor and capital. 

3. Use of the strike, boycott, blacklist and lockout. 

4. Present manifestations of social unrest. 
Assignment: Schapiro, 36-44; Tickner, 530-40; Hayes, II. 75-82. 
Readings: Ogg, Ec. Dev., 133-57, 212-35, 343-68; J. L. Hammond, The 

Village Labourer, 106-224; J. L. Havamond, Toivn Labourer, 1-193; G. R. 
Porter, Progress of the Nation, 288-403; Warner, 301-49; Gibbins, 381- 
406; Usher, ch. xiv; Hammond, Skilled Labourer; Briggs, ch. ix. 
Suggestive Questions: 

1. What do you consider the most fundamental result of the Factory 
System? 

2. What effect has the division of labor had upon the employer? the 
laborer? 

3. What were. the socia-l effects of long hours of labor? employment of 
women and children? 



()8 Indiana University ^ 

LESSON 57. ENGLAND AND THE INDUSTRIAl. DEVOLUTION 

I. The Political Power of the Bourgeoisie (1815). 

1. Favored position of the landed gentry. 

a. The Corn Laws guaranteed a "fair" price. 

b. The enclosure i^ovement. 

2. Political power of tne Anglican Church. 

a. Corporation and Test Acts discriminate against Catholics and 
Dissenters. 

b. Extensive influence of the clergy in elections. 

3. Suffrage based largely on landed property. 

II. How the Bourgeoisie increased their political power. 

1. Purchase of landed estates before 1825. 

2. Buying up of "pocket" boroughs. 

3. Use of bribery in rotten boroughs. 

4. Monied men of the City in politics. 

5. Gain support from the nobility. 

a. Marriage alliances with the nobility. 

b. Interest nobles in industrial securities. 

6. Enlist co-operation of lower orders to gain the ballot. 
III. Conditions in England after Waterloo. 

1. Reconstruction period (1815-1822). 

a. Loss of world markets. 

b. Operation of the factory system causes unemployment. 
e. Soldiers increase the number of unemployed. 

d. Harvest poor. 

2. Poor Law system. 

a. Elizabethan Poor Laws. 

b. Speenhamland Act (1795). " 

1. Its spirit; purpose to prevent social disorder. 
. 2. Effects were to pauperize the laboring classes. 
3. Decrease in poor law relief after 1816. 

3. Social and Political Disturbances (1815-1822). 

a. Social uneasiness; suspension of the writ of habeas corpus, 
(1817). 

b. Massacre of Peterloo and the Six Acts. 

c. Cato Street Conspiracy. 



SvTJ.Ar.us OF Modern Ettropean History G9 

IV. Period of Moderate Reform (1824-1832). 

1. The Combination Acts of 1824-1825. 

2. Repeal of the Test and Corporations Acts (1828). 

3. Catholic Emancipation Act (1829). 

4. The Reform Bill of 1832. 

a. Standpat Toryism (1782-1830). 
1). Demand for political reforms. 

c. Earl Grey forced the House of Lords to give way. 

d. Did not grant suffrage to the lower orders. 
Assignment: Schapiro, 45-62; Hayes, II. 28-37, 88-93. 

Readings: Ogg, Ec. Dev., 369-77, 417-24; Gibbins, 407-26; G. Slater, 
Making of Modern England, 1-20; Walpole, England Since 1815, ch. v; 
Hammond, Town Labourer, 194r-267; Hammond, Village Labourer, 225- 
332; Toynbee, Indxistrial Revolution, eh. ix; J. A. Hobson, Evolution of 
Modern Capitalis7n, chs. i, v; Usher, chs. xi, xv. 

Suggestive Questions: 

1. By what means had the Church and landed gentry -of England been 
able to intrench themselves in political power? Account for the attitude of 
mind of the Tory "standpatter" (1793-1832). 

2. Who were the political "nabobs" in England? Why were they so 
bitterly hated by the gentry? 

3. Why was the EngUsh government able to prevent a social or political 
revolution from 1815 to 1822? 



70 Indiana University 

LESSON 58. AN EPOCH OF MODERATE REFORM IN ENGLAND 

(1832-1865) 

I. The Classical Economists and Their Teachings. 

1. Mercantilism and the factory system. 

2. Adam Smith and laissez faire. 

3. Rieardo's theory of rent. 

4. The Malthusian doctrine. 

5. John Stuart Mill and the "wage fund" theory. 

6. Nassau Senior's "the last hour of labour". 
IL The Activity of the Industrial Bourgeoisie. 

1. Misuse of the theories of Classical Economists. 

2. Alliances with the nobihty. 

3. Use of the "self-interest" arguments. 

a. Gain support of nobility. 

b. Appeal to financiers and middlemen. 

e. Emphasize dangers of unemployment among the workmen. 

4. What they sought. 

IIL Moderate Social and Economic Reforms (1833-1844). 

1. Change in composition and names of political parties. 

2. Factory Acts of 1833 and 1844. 

3. New Poor Law Act (1834) ; reform of Criminal law. 

4. Municipal Corporations Act (1835) supplements Reform Bill. 

5. Mines Act of 1842; Factory Act of 1847. 

6. Minor reforms. 

a. Abolition of slavery in British dominions (1833). 

b. First national appropriation for education. 

IV. Demands for Further Political and Social Reforms. 

1. Utopians protest against implications of theories of the classical 
economists. 

a. Robery Owen's communistic and co-operative ideas. 

b. Fourier's communism; phylansteries. 

c. St. Simon and Louis Blanc. 

2. The Chartists (1838-1848). 

a. Discontent over Reform Bill. 

b. The Six Points. 

c. Nature of their organization. 

d. Failure of their demonstrations. 

3. Repeal of the Corn Laws (1841-6). 

a. The Corn Laws before 1815. 

b. Modifications in 1815 and 1828. 

c. Influences at work against Corn Laws. 

1. Adam Smith's laissez faire doctrines. 

2. Discontent of the laboring classes. 

3. Agitation of the capitalists. 

d. The Irish Famine and work of Robert Peel. 

e. End of Navigation Laws — effects. 



Syllabus of Modern European Hlstory 71 

Assignment: Schapiro, 62-81, 573-77; Hayes, IT. 82-8; finish and hand 
in Map Study No. 7. 

Readings: Toynbee, chs. x, xi, xii; Ogg, Ec. Dev., 256-63, 477-92; J. S. 
Nicholson, Histonj of the English Corn Laivs, 9-103; J. A. Hohson,' Evolu- 
tion of Modern Capitalism, chs. xvi-xvii; Gide and Rist, History of Economic 
Doctrines, Bk. I., eh. iii; Seig-nobos, 40-62; Walpole, England Since 1815, 
eh. xiii; Usher, eh. xx, pt. ii. 

Suggestive Questions: 

1. Can you detect the fallacies in the theory of Malthus in regard to 
population? in the statement "competition is the life of trade"? 

2. Why did the Chartists fail? the Utopian Sociahsts? 

3. What can you say of the political astuteness and abihtv of Robert 
Peel (1828-1846)? 



72 Indiana University 

LESSON 59. THE RESTORATION AND THE RISE OF 
METTERNICH 

I. The Congress of Vienna (1814-5). 

1. Its composition and procedure. 

2. Problems it faced. 

3. Territorial adjustments. 

a. The principle of "legitimacy". 

b. Policy of rewards and punishments. 

c. The idea of nationality. 

4. Political arrangements. 

a. The Quadruple Alliance. 

b. The Holy Alhance. 

c. Purpose of each. 

II. The Bourbon Restoration in France (1815-1830). 

1. Louis XVIII before the Hundred Days. 

2. Reign of Louis XVIII (1815-1824). 

a. Checks the Ultra Royalists. 

b. Moderately liberal until assassination of Due de Berry. 

3. Reactionary Reign of Charles X (1825-1830). 

a. His character. 

b. Gains compensation for nobles whose estates were confiscated 
during Revolution. 

' c. Stanch supporter of Catholic Church. 

d. Repressive tendencies brought on Revolution of 1830. 

III. Reaction in Spain and Portugal. 

1. Ferdinand VII and the liberal constitution of 1812. 

2. Revolts in Spain; independence of Spanish Colonies. 

3. Spanish rebellion queiUed by French troops. 

4. Dynastic troubles in Portugal. 

a. English influence in Portugal — Beresford. 

b. Separation of Brazil from Portugal. 

IV. General European Congresses. 

1. Policing by the Quadruple Alliance. 

2. Meetings brought on by liberal manifestations. 

3. Nature of the Carlsbad decrees (1819). 

4. Congress of Aix-la-ChapeUe (1818). 

5. The protocol of Troppau (1820). 
- 6. Congress of Laibach (1821). 

7. Congress of Verona (1822). 

Assignment: Schapiro, 13-24, 89-97; Hayes, II. 1-28, passim. 

Readings: Seignobos, 1-9, 103-32; Hazen, 249-89; Bourne, 457-65; Rob- 
inson, II. 533-43; C. M. Andrews, Historical Development of Modern 
Europe, I. 86-179; Turner, ; Bourgeois, I. 1-113. 

Suggestive Questions: 

1. What conditions favored Metternich's retention of power so long? 
What factors (or tendencies) were working against him? 

2. What were the provisions of the Constitution of 1812 in Spain? Why 
was it so important? 

3. Why was the Congress of Vienna's violation of the doctrine of nationa- 
ality so much more culpable than similar violations at the Congress of 
Utrecht a century earlier. 



Syllai5i;s of Modkkn Euroi'ean Histcujy 73 

« 

LESSON 60. THE DECLINE OF METTERNICH'S POWER (1822-1848) 
I. The Greek Revolution (1821-1829). 

1. Causes: political, economic and religious. 

2. The work of Koraes and Ypsilanti. 
• 3. Atrocities of Ilbrahim Pasha. 

4. Intervention of the Powers; Navarino. 

5. Russia defeats Turkey — treaty of Adrianople. 

6. Greece secures her independence. 

II. Difficulties of Quadruple Alliance (1822-48). 

1. Canning at the Congress of Verona. 

2. Great Britain and the Monroe Doctrine. 

3. Liberal Constitutions granted in minor German States. 

4. Death of Alexander I. 
ITT. Revolution of 1830. 

L In France. 

a. Character of Charles X. 

b. Polignac's reactionary policy — the July ordinances. 

c. Ease of overthrowing the Bourbons. 

2. Separation of Belgium from Holland. 

a. Causes: poUtical, economic and religious. 

b. Belgium aided by the Great powers. 

e. Treaty of 1831; the "scrap of paper" of 1839. 

3. Polish Revolt (1830) 

a. Reactionary tendencies of Nicholas I. 

b. Merciless suppression of Polish nobility. 

4. Revolutions in Italy and the Germanics. 
IV. France under Louis Philippe (1830-1848). 

1. Policies of the King; their weakness. 

2. Thiers vs. Guizot. 

3. Growth of liberalism and socialism. 

4. Fusion of Republicans and Socialists. 

V. The February Revolution in France (1848). 

1. The great reform banquet prohibited. 

2. Flight of Louis Philippe. 

3. Adoption of a provisional government. 

4. Louis Blanc and the National "Workshops. 

5. "June days" and the middle- class republic. 

6. Adoption of a Constitution; election of a president. 
Assignriient: Schapiro, 89-110, 499-507. 

Readings: Hayes, II. 93-5, 100-2, 116-23; Hazen, 280-97; Robinson, II. 

552-62; Seignobos, 132-65; Andrews, Historical Development, I. 276-362; 

W. G. Berry, France Since Waterloo, 70-196; Turner, ; Bourgeois, 

I. 114. 
Suggestive Questions: 

1. a. Why should we select the year 1822 as the beginning of Metter- 
nich's decline? b. What tendencies were mainly responsible for his down- 
fall? 

2. To what extent were the causes of the February Revolution economic? 
political? personal? 

3. Why did France and England fail to make war against Turkey after 
the battle of Navarino? 



74 Indiana University 

LESSON 61. THE REVOLUTIONS OF 1848 IN CENTRAL 

EUROPE 

I. General Effect of the February Revolution. 

1. Its causes. 

2. News of its success. 
II. Phases of these revolts. 

1. Liberal successes. 

2. Nationalist quarrels. 

3. Autocratic triumph. 

III. The Viennese Revolt. 

1. Organization of the revolt. 

2. Fhght of Metternich. 

3. Government at Vienna yields to Hungary and Bohemia. 

4. Accession of Francis Joseph. 

5. The work of Schwarzenberg and Windischgraetz. 

IV. Bohemian Revolt. 

1. The self -consciousness of the Czechs.- 

2. Quarrels of Germans and Czechs. 

3. Windischgraetz defeated the rebels. 

V. Italian Revolt against the Hapsburgs. 

1. Causes for Italian hostility towards Austria. 

2. Concerted action of Northern and Southern Italy. 

3. Radetzsky retreats to the Quadrilateral area. 

4. Disaffection among the Italians. 

5. Radetzky's victories at Custozza and Novara. 

6. Abdication of Charles Albert of Sardinia. 
VI. The Hungarian Revolt (1848-1849). 

1. Leadership of Szechenyi and Deak. 

2. Kossuth and the March Laws. 

3. Selfishness of the Magyars. 

4. Revolt of Jellachich. 

5. Defeat of Magyars at Schwechat. 

6. Aid of Russia, flight of Kossuth. 
VII. The Revolution in the Germanics. 

1. Growth of liberal feeling. 

a. Popular assembly at Manheim. 

b. Berlin riots; a constituent assembly called. 

c. Revolts in Saxony and Baden. 

d. Vorparlament meets. . ■ 

2. Frankfort Assembly prepared a constitution. 

a. Liberal in tone. 

b. King of Prussia to be emperor. 

e. Excluded Austria from German Empire. 

3. Opposition of the Hapsburgs; Olmuetz. 
Assignment: Sehapiro, 128-44; Hazen, 298-312. 

Readings: Hayes, II. 123-44 (complete but very comphcated); Andrews, 
I. 363^48; Seignobos, 387-423; Henderson, II. 324-369; Robinson, II. 
564^72; Hazen, Europe since 1815, 167-87; Turner, . 

Suggestive Questions: 

1. Show that the revolutions of 1848 in Central Europe failed on account 
of the opposing forces of Liberalism and Nationalism. 

2. Why did the Uberal movement fail in Germany and Italy? 

3. What led the Czar to aid the Hapsburgs in putting down the Hungarian 
revolt? 



Syllabus of Modern European History 75 

LESSON 62. ' FRANCE UNDER LOUIS NAPOLEON (1848-1870) 
I. Early Life and Character of Louis Napoleon. 

1. Son of Louis Napoleon and Hortense Beauharnais. 

2. His character; two varying estimates. 

3. Training and travels. 
II. The Napoleonic legend. 

1. Hero worship of Napoleon I. 

2. His exile and his memoirs. 

3. Writings of Louis Napoleon. 

a. Napoleonic ideas. 

b. The Extinction of Pauperism. 

III. Louis Napoleon's Attempts to gain the throne. 

1. English estimate of him. 

2. Attempt at Strasbourg (1836). 

3. The Boulogne fiasco. 

a. Synchronised with return of Napoleon's body to France. 

b. Louis Napoleon incarcerated at Ham. 

4. His campaign for the Presidency. 

a. Ably handled by his supporters. 

b. Louis Napoleon remained in England. 

c. June days lose SociaUsts their supporters. 

d. The vote overwhelmingly for Napoleon. 

IV. Napoleon's Political Policy (1848-1851). 

1. Appeal to commercial classes. 

2. Gains support of the worMngmen. 

3. EnUsts the aid of the Clericals. 

4. Napoleon's quarrel with the Assembly. 

a. The Assembly limits the suffrage. 

b. Fears of the Assembly. 

c. The Couv d'etat of 1851. 

V. The Rise of Napoleon III (1852-1860). 

1. Attempt to conciliate Radicals and Clericals. 

2. Increases prosperity of France; demand for new colonies. 

3. The Crimean Wax (1854-1856). 

4. Aids Italians secure national unity; treaty of Villafranca, 1859. 



76 Indiana University 

VI. Decline of Napoleon's power, (1860-1870). 

1. Opposition of Clericals and Liberals. 

2. Fails to intervene in Polish Revolt (1863). 

3. Napoleon's intervention in Mexico. 

a. Causes for his interest. 

b. Effects of his failure. 

4. Diplomatic blunders (1864-1866). 

a. Over Sehleswig Holstein. 

b. Fails to intervene in the Seven Weeks War. 

5. LibeVar reforms of 1860 and 1869. 

6. Franco-Prussian War (1870). 

Assignment: Schapiro, 144-68; Hayes, II. 149-63, 175-80, passim. 
Readings: Hazen, 313-24, 351-62; Andrews, II. 1-41, 146-88; Seignobos, 

165-86; Berry, 197-248; Bourgeois, I. 289-389; II. 1-129. 
Suggestive Questions: 

1. One man claimed that Louis Napoleon fooled Europe twice: once 
when it considered him a fool, and again when it thought him a wise man. 
How much truth is there in this statement? 

2. Trace the relations of Napoleon III with the Church. Why was he 
so favorable towards the clergy and papacy? 

3. Show clearly factors at work in bringing about the election of Louis 
Napoleon as President. 



Syllabus of Modern EttropExW History 77 

LESSON 63. UNIFICATION OF ITALY (1815-1871) 

1. Liberal Manifestations in Italy (1815-1748). 

1. Italy after the Congress of Vienna. 

2. The Carbonari. 

•3. Mazzini and the Sons of Young Italy. 
■4. The three plans for national unity. 

a. Plans of the Republicans. 

b. Idea of having the pope as the head of the state. 

c. Monarchists wished Sardinia to be head of a federated kingdom. 
5. The lessons of the Revolution of 1848. 

II. Cavour's Pioneer Work in Sardinia (1852-5). 

1. Stimulations of agriculture and industry. 

2. Increase in size and efficiency of the army. 

3. Sardinian army sent to the Crimea. 

4. Cavour at Congress of Paris. 

III. The Austro-Sardinian War (1859). 

1. The "accidental" meeting at Plombiei^es. 
'2. Napoleon aids Sardinia against Austria. 

:a. Franco-Sardinian victories of Magenta and Solferino. 

b. Napoleon made peace at ViUafranea. 

1. Provisions. 

2. Reasons for Napoleon's action. 

c. Treaty of Zurich (1860). 

IV. Unification of Northern Italy (1860). 

1. Cavour instigates establishment of independent governments. 

2. Plans for plebiscite; Savoy and Nice ceded to France. 

3. Plebiscites almost unanimous for union with Sardinia. 
V. Garibaldi gains Sicily and Naples (1861). 

1. Garibaldi's earher history. 

2. Plans for his Sicilian expedition. 

a. Make up of his "Thousand". 

b. Attitude of Cavour. 

3. Success of Garibaldi's expedition. 

4. Intervention of Victor Emmanuel. 

5. Naples and Sicily vote to join the new kingdom. 
VL Completion of National Unity. 

1. Venetia gained after Seven Weeks War (1866). 

2. Rome added during Franco-Prussian War (1871). 
Assignment: Schapiro, 195-219; Hayes, 163-75. 

^leadings: Hazen, II. 325-40; Robinson, II. 572-79; Seignobos, 326-61; 

Andrews, II. 91-145: W. R. Thayer, Life and Times of Cavour, M. 

Cesaresco, Cavour, 55-230; G. M. Trevelyan, Garibaldi and the Thousand, 

passim; A. D. White, Seven Great Statesmen, 344-88. 
Suggestive Questions: 

1. Compare Cavour, Garibaldi, Mazzini and Victor Emmanuel as to 
their importance in achieving national unity. 

2. Was Cavour's actions after Plombieres justifiable? Was Napoleon 
justifiable in making the treaty of ViUafranea, or in taking Savoy and Nice 
from Italy? 

3. What part did the papacy play in the unification of Italy (1830-71) 



78 Indiana University 

LESSON 64. UNIFICATION OF GERMANY 
I. The Germanies (1815-1848). 

1. Dominated by Metternieh: Carlsbad decrees. 

2. Era of liberal constitution making. 

3. Formation of the Zollverein. 

4. The Revolution of 1830 in Germany. 

5. Intellectual activity of patriotic historians. 

6. Revolution of 1848 fails to liberaUze or unify Germany. 
II. The Period of Humiliation for Prussia (1849-1864). 

1. Prussia granted a liberal (?) constitution. 

a. Three-class voting. 

b. Virtually unchanged down to 1914. 

2. The humiliation of Olmtitz (1850). 

3. General inefficiency of the Prussian King. 

III. Prussia's Contest with Austria (1864-1866). 

1. William I as Regent and King (1858-62). 

a. Reorganization of the army. 

b. Appointment of Von Moltke and Von Roon. 

d. Legislative opposition to military appropriations. 

2. Bismarck's struggle with the Landtag. 

3. Schleswig-Holstein War (1864). 

a. Causes very complicated. 

b. Austria and Prussia despoil Denmark. 

c. Convention of Gastein. 

4. Austrian-Prussian (or Seven Weeks War) 1866. 

a. Quarrel over Schleswig-Holstein. 

b. Unexpected end of the war — Sadowa. 

c. The Treaty of Prague moderate in its demands. 

5. Formation of the Ausgleich and the North. German Confederation 
(1867). 

IV. Bismarck defeats Napoleon III (1867-1871). 

1. Caiises. 

a. Napoleon's demands for "Compensations". 

b. Bismarck exposes Napoleon's plans. 

c. Candidacy of Leopold of Hohenzollern-Sigmaringen. 

d. The Ems Conference and the "Ems Telegram". 

2. Franco-Prussian War. 

a. Unprepared ness of the French; Sedan. 

b. Government of National Defense. 

c. Sieges of Paris and Metz. - 

d. The Armistice and general election. 

e. Treaty of Frankfort (1871). 

3. General results of the war. 

Assignment: Schapiro, 169-94; Robinson, II. 588-96. 

/Jeadings: Hazen, 341-62; Seignobos, 374-400, 424-84; Hayes. II. 175- 
206; Henderson, II. 370-450; White, Seven Great Statesmen, 391-469; Holt 
and Chilton, 60-170; C. G. Robertson, Bismarck, chs. i-v; Munroe Smith, 
Bismarck, passim. 

Suggestive Questions: 

1. Which was the more responsible for the Franco-Prussian War, Bis- 
marck or Napoleon III? Why? 

2. Why was peace not made between France and Prussia immediately 
after Sedan? 

3. How did Bismarck in 1870 secure the neutrality of Austria? the aid of 
the South Germ u Siates? 



Syllabus op Modern European History 79 

LESSON 65. THE DEVELOPMENT OF SCIENCE IN THE 
NINETEENTH CENTURY 

I. Great emphasis on Applied Science. 

1. Cliemistry and engineering. 

2. Biology and medicine. 

3. Physics and mechanics. 

4. Electricity and aeronautics. 

II. The Study of Geology and Biology. 

1. Usher's contribution as to the age of the world. 

2. Von Humboldt and his Cosmos. 

3. Lyell's Principles of Geology. 

III. Development of the Theory of Evolution. 

1. Contributions of Lamarck, LyeU, and Von Humboldt. 

2. Darwin's Origin of Species. 

3. Wallace's Contributions to the Theory of Natural Selection. 

4. Spencer's Synthetic Philosophy. 

5. Huxley's popular books and lectures. 

6. Pasteur and Koch; the cell theory. 

7. Later discoveries by Mendel, Weismann and others ; study of eugenics. 

IV. The "Higher Criticism". 

1. The work of Ernest Renan. 

2. "The Oxford Movement". 

3. Catholics emphasize the study of Church history. 
V. The New Social Sciences. 

1. PoUtical Economy: Classical Economists, the MiUs. 

2. Anthropology: age of man, study of primitive peoples. 

3. Comparative philology and archaeology; their relation to history. 

4. Sociology and "AppUed Ethics". 

5. Political Science ; its practical aspects. 

6. Economic interpretation of history; the New History. 
VI. The Atomic and Cell Theories. 

1. Atomic theory revolutionized physics and chemistry. 

2. Cell theory has brought aseptic surgery. 

3. Vaccination and use of anaesthetics. 

4. Revolution in surgery. 

Assignment: Schapiro, 610-20; Robinson, II. 599-614. 

Readings: Hayes, II. 230-40; J. H. Robinson, The New History, chs. iii 

and viii; R. B. Perry, Present Conflict of Ideas, 116-69; Scott, Theory of 

Evolution, 1-26; Judd, Coming of Evolution, 1-86. 
Suggestive Questions: 

1. In what ways has the Industrial Revolution affected the study of 
science? 

2. What has caused the increasing emphasis which is now placed on the 
"Social Sciences"? What influence has the Great War had. upon this ten- 
dency. 

3. Just what do you mean by the "new history"? by the "pragmatic" 
tendencies in philosophy? just what in your estimation should the term "his- 
tory" include? 



80 Indiana TJnivf:rsity 

LESSON 66 CHRISTIANITY, POLITICS AND SCIENCE 

I. Reaction against the New Science. 

1. General opposition of Catholic and Protestant clergy. 

2. Many Protestants tend to compromise between science and religion. 

3. Catholic Church more hostile towards new science. 
II. Reasons for the Anti-Clerical movement. 

1. Catholic Clergy tend to question supremacy of secular governments. 

2. The revival of Clerlcahsm. 

a. Great growth of Catholic Schools. 

b. Concordats with Austria and other states. 

c. Cathohc power extended through missions. 

d. General conservatism of Pius IX. 

3. Leo XIII increased prestige of the Church. 

a. Catholic attitude towards evolution; Catholic scientists: Mendel 
and Pasteur. 

b. PoHtical views of Leo XIII — Encyclical "Rerum Novarum" 
(1891). 

III. The Catholic Church and Nationalism. 

1. Hostility of the papacy to bourgeois governments. 

2. The Encyclical "Quanta Cura". 

3. The Syllabus' of Errors. 

IV. The Papacy and Scientific developments. 

1. Dogma of the Immaculate Conception (1854). 

2. Doctrine of Papal InfalUbility (1871). 

a. Reasons desired by the pope. 

b. Methods by which it was secured. 

c. Results. 

3. The Modernist Movement. 

a. Encyclical of Pius X against Modernism (1907). 

b. Present status of the movement. 
Assignment: Hayes, II. 223-30, 240-52. 

Readings: Seignobos, 684-716; Camh. Mod. Hist., XI. eh. xxv; Joseph 
Husslein, The Church and Social Problems, passim; W. Cunningham, 
Christianity and Politics, passim; A. C. McGiffert, Rise of Modern Religious 
Ideas, passim; Catholic Bnclycopedia, passim. 

Suggestive Questions: 

1. Why has the Catholic Church found it more difficult to accomodate 
itself to scientific developments than the Protestant Chiirch? 

2. By what actions did the papacy align against it the various forces 
tending towards nationahsm? 

3. What has been the influence of the encyclical "Rerum Novarum"? 
What relation does the Christian Socialist movement bear to the Catholic 
Church? 



Syllabus of Modern Eurof-ean History 81 

LESSON (57. THE DEVELOPMENT OF THE SOCIALIST 
MOVEMENT 

I. Rise and Spread of Trade Unionism. 

1. Beginnings in England. 

a. Difficulties of organization. 

b. Plans and purpose. 

c. Socialistic leanings. 

2. Trade unions in France, Germany and Belgium. 

3. The co-operative movement. 
IL Utopian and Early Socialists. 

1. Babeuf' s teachings. 

2. Theories of Owen and Fourier. 

3. St. Simon and Louis Blanc. 

4. Futility of their plans. 

III. Marxian (Scientific) Socialism. 

1. Early life and training of Marx. 

2. Later associations with Engels. 

3. Publication of Das Kapital and the Communist Manifesto. 

4. What Socialism claims to be. 

5. How far might Socialism go? 
IV. The Communist Manifesto. 

1. Its theoretical basis. 

2. Some of its revolutionary demands. 

a. Confiscation of land rent. 

b. High direct taxes. 

e. Abolition of inheritance. 

d. Public ownership of all transportation facilities. 
V. Criticism of Marxian Socialism. 

1. Materialistic conception of history one-sided. 

2. Society not divided into clearly differentiated classes. 

3. Class struggle not necessarily inevitable. 

4. Capital plays an absolutely indispensable part in production. 
Assignment: Schapiro, 570-86; Hayes, II. 252-61. Each student shoidd 

read some of the Communist Manifesto, which is found in various editions. 
Readings: Orth, 1-56; Seignobos, 718-46; Ogg, Ec. Dev., 477-510; J. R. 

Macdonald, Socialist Movement; J. G. Brooks, Social Unrest; J. A. Ryan, 

Distributive Justice; B. Villiers, Socialist Movement in England; M. Beer, 

Hist, of Brit. Socialism T. 160-244. 
Suggestive Questions: 

1. How would the confiscation of land rent operate? the aboUtion of 
inheritance? Why do you favor or oppose each of them? 

2. What is your definition of Sociahsm? Why do you limit it as you do? 

3. What do you understand by "surplus value", "exploitation", and 
"unearned increment" as employed by Socialists? 



82 Indiana University 

LESSON 68. REVOLUTIONARY LABOR MOVEMENTS 

I. The InternationaL 

1. The principles and policies of Lassalle. 

2. The Universal German Workingmen's Association (1863). 

3. Marx's International Workingman's Association (1864). 

a. Nature of its constitution. 

b. Annual meetings. 

c. Expulsion of Bakunin and his followers (1872). 

d. Functions performed by the "International". 
II. The Social Democrats. 

1. Had its origin in Lassalle' s Universal. 

2. Workmen's Educative Associations. 

3. Influence of Liebkneeht and Bebel. 

4. Organization of Social Democratic Workingman's Party (1869). 

5. Union of Reformists and Marxians (1875). 

6. Growth of the Social Democratic Party in Germany. 

a. 1871 — 102,000 votes, 2 members in Reichstag. 

b. 1890 — 1,427,000 votes, 35 members in Reichstag. 

c. 1912 — 4,250,000 votes, 110 members in Reichstag. 

7. Growth of Socialists in European Parliaments. 
V. Anarchism. 

1. General origins of Anarchism. 

2. Proudhon's leadership. 

a. Early life and training. 

b. His curious political and social ideas. 

3. The differences between Anarchism and Socialism. 

a. Individualism of the anarchists. 

b. Emphasis on the Government by Socialist. 

c. The ideas of sabotage and direct action. 

4. Bakunin's teachings. 

a. Destruction by force. 

b. Lack of a constructive program. 

c. Expulsion from the International. 
IV. Syndicalism. 

1. The fundamental belief in "one big union". 

2. The "Big 3" in England. 

3. Strength of Syndicalism, in the United States. 

a. Reasons for its existence. 

b. General policy. 

V. Latest Developments — Gild Socialism. 

1. The idea of joint control of industry by labor and capital. 

2. The Whitley and Sankey plans in Great Britain. 

3. Plumb plan for operating railroads of United States. 

4. Probable outcome of these efforts. 
Assignment: Schapiro, 586-602; Hayes, II. 261-71. 

Readings: ■ W. E. WalUng, et al, Socialism of Todatj, 3-36, 389-430; Ogg, 
Ec. Dev. 510^34; Orth, 56-74, 118-45, 250-73; E. Kelly, Twentieth Cen- 
tury Socialism, 18-52; G. E. Raines, Present Day Socialism, 49-157. 

Suggestive Questions: 

1. To what degree have the Reformists triumphed over the political 
principles of the Marxians. 

2. Why have the English laboring classes been so little interested in 
Socialism or Anarchism? 

3. Do you think that the consumer is properly taken into account in 
the Plumb, Whitley and Sankey plans? 



Syllabus of Modern European History 83 

LESSON 69. STRUGGLE BETWEEN MONARCHISTS AND 
REPUBLICANS IN FRANCE 

I. Establishment of the Government (1871-1875). 

1. France under the Government of National Defense. 

a. Bordeaux Assembly: composition and character of its govern- 
ment. 

b. The Commune of Paris (1871). 

c. Struggle of Commune and the National Assembly. 

2. Administration of Thiers (1871-1873). 

a. Character and experience. 

b. Made "Chief of the Executive Power". 

c. Adoption of the Pact of Bordeaux. 

d. Great work of reconstruction by Thiers. 

3. Struggle between Repubhcans and Monarchists. 

a. Monarchist's plans; dismissal of Thiers. 

b. Adoption of the Fundamental Laws of 1875. 
II. The Government of France. 

1. Legislature: . Senate and Chamber of Deputies. 

a. Number of members and their qualifications. 

b. Powers of each house; interpellation. 

c. National Assembly of France; its functions. 

2. President elected for seven years. 

a. Method of election. 

b. Position and powers. 

3. Parliamentary elections. 

a. Great number of parties; baUotage. 

b. Use made of the patronage. 

III. The Establishment of the Ministry. 

1. Ministry as provided by the Fundamental law. 

2. The Sixteenth of May (1877) quarrel of McMahon and the Chamber. 

a. Question causing quarrel was over the activity of the papacy. 

b. Really a struggle of Monarchist and Republican. 

c. Dismissal of the prime minister. 

d. The elections and McMahon's resignation. 

3. Ministry held to be responsible to Legislature not to President. 
. IV. The Boulanger Affair (1887). 

1. Repubhcans gain control of the Legislature. 

2. Monarchists use Boulanger in an attempt to regain power. 

3. CoUapse of the movement. 

Assignment: Schapiro, 220$48; Hayes, II. 331-45, im^sim. 

Readings: Hazen, 384^91; J. C. Bracq, Third French Republic, 1-74; 
Andrws, II. 343-57; Seignobos, 187-207; Berry, 349-400; Ogg, Govern- 
ments, 311-4, 319-34; P. Coubertin, Third French Republic; E. VizeteUy, 

Republic France; Bourgeois, II. 203-305; Turner, ; G. Hanotaux, 

Contemporary France (1870-1882), passim. 

Suggestive Questions: 

1. Why did the Count de Chambord fail to become Henry V of France? 

2. In what ways have Gambetta and Jules Ferry contributed to the 
history of the Third French Repubhe? 

3. What are the cardinal weaknesses in the French government? How 
does the power of the president of France compare with the power of our 
president? 



84 Indiana University 

LESSON 70. RECENT HISTORY OF FRANCE (1887-1914) 
I. The Dreyfus Case (1894-1906). 

1. Causes: Anti-Semitism, Panama scandals, and the "honor of tht 
army". 

2. Charges against Dreyfus; his conviction and punishment. 

3. Work of Picquart and Zola. 

4. Trial and acquittal of Esterhazy. 

5. Dreyfus becomes a national figure. 

6. Confession of Henry and flight of Esterhazy. 

7. Second trial of Dreyfus; conviction and pardon. 

8. Exoneration of Dreyfus; restoration to his position. 
IT. The Separation of Church and State. 

1. The Church under Louis XVIII and Charles X. 

2. Napoleon III favors the Church; Falloux laws. 

3. Papacy holds Napoleon partially responsible for loss of temporal 
power. 

4. Gambetta and the Church. 

5. The Ferry Laws; policy of Leo XIII. 

6. Associations Law (1901); Education Law (1904). 

7. Separation Act of 1905. 

8. Results of the separation of Church and State. 

III. Foreign Affairs. 

1. Attitude of Bismarck towards France; the war scares of 1875 and 
1887. 

2. Formation of the Triple Alliance (1882). 

3. Colonizing activity of France in Africa. 

4. The condominium in Egypt; Fashoda affair (1898). 

5. Entente Cordiale (1904). 

6. Moroccan difficulties. 

a. The Tangier incident (1905). 

b. The Algeciras Conference. 

c. The Agadu- Affair (1911). 

IV. Growth of Socialism. 

1. Activity of the Syndicats (1884-1914). 

2. General Confederation of Workers (C. G. T.) 1909. 

a. Its organization, methods and principles. 

b. Strike of post office employees (1909). 

c. Railway strike (1910). 

3. Growth of socialist groups in the Legislature. 

a. Jam-es and Guesde greatest leaders. 

b. Their anti-militaristic attitude before 1914. 
Assignment: Schapiro, 248-72; Hayes, II. 345-62, passim. 
Readings: Orth, 75-117; Ogg, Ec. Dav., 535-45; Braoq, 190-206, 229-328; 

Seignobos, 207-227; Andrews, 357-67; Hazen, 391-408; E. Lynch, French 
Life in Town and Country, 112-46; G. Lawton, Third French Republic, II. 
305-71. 
Suggestive Questions: 

1. Why was the Dreyfus case so important? How was it connected 
with Clericalism, Militarism and Socialism. 

2. What led France and England to forget their differenoas in 1904? 

3. What has made Anti-Clericalism so strong in France? 



Syllabus of Modern European History 85 

LESSON 71. THE GERMAN EMPIRE UNDER BISMARCK 

(1871-1888) 
r. Constitution and Government of the Empire (1914). 

1. Nature of the Constitution. 

a. Of what it is composed. 

b. How amended? 

2. The Imperial Government. 

a. Power of the Emperor and the position of the Chancellor. 

b. The Bundesrath, its composition and functions. 

c. The Reichstag, size, membership and importance. 

3. Government of Prussia. 

a. The importance of Prussia in the Empire. 

b. Power of the King and his ministers. 

e. Composition and functions of the Landtag. 

d. Three class system of voting. 

, 4. Governments of Saxony, Bavaria, et al, more Uberal. 

5. Power of the aristocracy in Germany. 
II. Bismarck's organization of the Empire (1871-1875). 

1. The military organization of Germany. 

2. Adjustment of federal and state legal relations. 

3. Adoption of an imperial banking system. 

4. Bismarck favors protective tariffs. 

5. Administration of the railways of Germany. 

6. Development of political parties; their relation to the Chancellor. 

III. The Kulturkampf (1871-1878). 

1. Causes: Clericalism and the Modernist movement. 

2. The May Laws against the power of the Chm'ch. 

3. The "Diocletian persecution" and the "Old Catholics". 

4. The Center forces Bismarck to give way; Cannosa. 

IV. Bismarck and the Socialists. 

1. Early history of the German SociaUsts. • 

2. Reasons which led Bismarck to attack them. 

3. Repressive laws against the SociaUsts; effect. - 

4. Great social reforms; their effect. 
V. Foreign Affairs under Bismarck. 

1. Need of preparations against France. 

2. The Congress of Berlin; alliance with Austria (1879). 

3. Friendly relations with Russia and Great Britain. 

4. Bismarck and colonial expansion. 

5. Reasons for the fall pf the Chancellor. 
Assignment: Schapiro, 277-302; Hayes, II. 395-414, passim. 
Readings: Hazen, 363-76; Andrews, 368-86; Orth, 146-71; Seignobos, 

485-505; Ogg, Governments, 202-25; R. H. Fife, German Empire between 
two Wars, 3-25, 101-38, 200-16; Holt and Chilton, 264r-74; H. Hayward, 
The Iron Chancellor in Private Life; C. G. Robertson, Bismarck, ch. vi; 
A. W. Ward, Germany, vol. III.; Hazen, Government of Germany; Dawson, 
Ger. Empire, chs. x-xviii; J. E. Barker, Modern Germany, chs. vi-vii. 
Suggestive Questions: 

1. How have the aristocracy of Germany been able to retain power so 
long? 

2. How do Bismarck's achievements before 1870 compare with those from 
1870 to 1880? 

3. What does Schapiro mean by saying that Bismarck decided "to go 
to Canossa"? Another writer said that Bismarck tried to kill the Socialists 
by kindness. Explain. 



86 Indiana University 

LESSON 72. THE REIGN OF WILLIAM II. (1888-1914). 

I. Character and Policy. 

1. His vanity and belief in divine right. 

2. Love of theatrical display. 

3. Policies: change Germany from a European to a world power. 
II. Great Economic Development of Germany. 

1. Rapid increase in population; the growth of cities. 

2. Great stimulus to agriculture. 

a. Influence of the protective tariff. 

b. Contest between agrarian and industrial interests. 

3. Tremendous growth of industry. 

a. Application of science to manufacturing. 

b. Highly specialized industries: dyes, optical instruments. 

c. Organization of industrial corporations and trade unions. 

4. Need of a great merchant marine. 

a. To exploit world markets. 

b. Necessity of a navy to protect her commerce. 

III. Growth of Militarism. 

1. Fear of France and Russia. 

2. Rivalry in commerce with England. 

- 3. Competition with the British navy, (1898-1914). 
4. Cost of army and navy; effect upon the people. 

IV. Socialism under William II. 

1. Much more lenient towards Soeiahsts than was Bismarck. 

2. Increase in their poUtical activity. 

3. Advanced social legislation did little to arrest their growth. 

4. The election of 1907. 

5. Strength of Social Democrats in 1912. 
V. Pan-Germanism and Colonization. 

1. Need of new markets and homes for siu*plus population. 

2. Inculcation of "Deutsche Kultur"; influence of the educational 
system of Germany. 

3. Writings of Treitschke, Bernhardi, Rohrbach. 

4. Influence of the junkers and the army. 

5. The Soeiahsts and Pan-Germanism. 
Assignment: Schapiro, 302-23; Hayes, II. 414-26. 

Readings: Fife, 50-97, 217-68; Hazen, 376-82; Schmitt, chs. iv, v, viii. 
Seignobos, 505-16; Dawson, Evolution, 1-105; Barker, chs. viii-xiv; Daw- 
son, Ger. Empire, chs. xix-xxiv. 

Suggestive Questions: 

1. Why did WiUiam II look to the Dual Monarchy rather than to Russia 
for an aUiance? 

2. By what agencies was the propaganda for a great navy carried on? 
How was the enormous amount for military expenditures raised? 

3. How can you account for the unprecedented growth in Germany of 
socialism in the face of far reaching reforms. 



Syllabus op Modern European History 87 

LESSON 73. AUSTRIA-HUNGARY AND ITALY (1867-1914) 
T. The Ausgleich since 1867. 

1. Constitutional relations between Austria and Hungary. 

a. Powers of the Emperor-King. 

b. The Joint Ministry of the Dual Monarchy. 

c. The "delegations"; powers and sessions. 

2. Renewable at expiration of ten years. 

a. Financial adjustments between Austria and Hungary. 

b. Difficulties of renewal. 

3. Racial friction. 

a. Attitude of the Czechs and Poles. 

b. Arrogance of the Magyars. 

e. Growing self-consciousness of the Jugo-Slavs. 

4. Character, abiUty and policies of Francis Joseph. 
II. Austria since the Ausgleich. 

1. Government of the Empire. 

a. The relation of legislature and cabinet. 

b. The administrative system; its composition and power. 

c. Influence of the Cathoho Church. 

d. Manhood suffrage granted (1907). 

2. Trouble with the Slavs. 

a. The PoUsh question. 

b. Difficulties with the Czeeho-Slovaks. 

c. Gradual deehne of Germanism. 

3. Jealousy between Austria and Italy. 

a. Status of the Italians in Austria-Hungary. 

b. The Italians and the Jugo-Slavs. 

4. Social Progress. 

a. Education and the Church. 

b. Growth of industry and commerce. 

c. Extensive social legislation. 
III. Hungary since the Ausgleich. 

1. Government. 

a. Controlled by the Magyars. 

b. Franchise very ilUberal. 

c. Powers of the cabinet and the legislature. 

2. Francis Joseph and the Magyars. 

a. Hungary's opposition to renewal of Ausgleich. 

b. Use of the Slavs to curb Magyars; threat to declare universal 
suffrage in Hungary. 

e. Advantages of duaUsm to the Magyars. 

3. Problems of Magyar domination. 

a. PoUcy of Magyarization (1866-1914). 

b. Treatment of Slovaks and Transylvanians. 

c. Struggle with the Jugo-Slavs. 

1. Feehng in Croatia, Dalmatia, Carniola and Slavonia. 

2. Rise of Jugo-Slav nationalism; Fiume Resolution (1903). 



88 Indiana University 

LESSON 73— Continued. 
IV. Italy since 1870. 

1. Difficulties before the new state. 

a. Social, economic and political differences in Sardinia and Naples.. 

b. Illiteracy and lack of political experience. 

c. The Vatican and the Quirinal. 

d. Poverty, debt and heavy taxes. 

2. Government of Italy modelled on that of France. 

a. Power of the king and ministry. 

b. Composition and influence of Senate and Chamber of Deputies. 

c. Corruption in polities very great. 

3. Relations with the Pope. 

a. Law of Papal Guarantees. 

b. Non-expedit decree; Pope a voluntary prisoner in Vatican. 

4. Imperialism and irredentism. 

a. Italia irredenta. 

b. Abyssinia and Tripoli. 

5. Economic and Social Progress. 

a. Decrease in illiteracy. 

b. Increase in industry and commerce. 

c. Rapid growth of revolutionary socialism. 

Assignment: Schapiro, 423-58; Map Study No. 10 to be handed in today. 

Readings: H. W. Steed, Hapsburg Monarchy, ch. iii; Hayes, II. 367-78, 426- 
35; Ogg, Governments, 365-86; W. K. Wallace, Greater Italy; Hazen, 409- 
27; Turner, ; Andrews, 391-435; Seignobos, 326-73; 518-53. 

Suggestive Questions: 

1. Show in detail how Francis Joseph has used the Slavs of his dual 
monarchy to forward the interests of the Hapsburgs. 

2. Why does the Jugo- Slav question bear so vitally upon the background 
of the Great War? It has been said that the Magyar nobility are Prussian 
junkers in disguise? Is it true? 

3. What has been at the root of the difficulties in renewing the Ausgleich? 
in liberalizing the franchise in Hungary? 



SVLLABUS OF MODERN EuROI'EAN HiSTORY 89 

LESSON 74. SOME MINOR EUROPEAN STATES SINCE 1815 

I. Spain. 

1. Revolts from 1816 to 1820; repressed by Due D'Angouleme. 

2. Change from monarchy to republic (1820-1875); Isabella II. 

3. Restoration of the Bourbons; the Constitution of 1876. 

4. Spanish-American War (1898). 

5. Problems of modern Spain. 
II. Portugal since 1807. 

1. Influence exerted by the EngUsh. 

2. The Charter of 1826. 

3. Miguelists vs. Republicans. 

4. Overthrow of Manuel; establishment of a republic (1910). 

5. Portugal as a colonizer. * 

III. Belgium since 1815. 

1. History when joined to Holland. 

2. The Revolution of 1830; the treaties of 1831 and 1839. 

3. Struggle of Clericals and Socialists. 

4. Rapid industrial development; strength of the Syndicalists. 

5. Belgium and the Congo Free State. 

IV. Holland since 1830. 

1. The trouble with Belgians. 

2. The Constitution of 1848. 

3. Vast commerce and extensive colonigs. 

4. Separation of grand duchy of Luxemburg (1890). 
V. Sweden since 1814. 

1. Bernadotte as King of Sweden. 

2. Great growth of commerce. 

3. Grant of the franchise to women. 

4. Social problems. 
VI. Norway since 1815. 

1. Different spirit exists than in Sweden. 

2. Growth of nationalism and representative government. 

3. Separation from Sweden (1905). 
VII. Denmark since 1860. 

1. Difficulties over Schleswig and Holstein (1860-1864). 

2. The Constitution of 1866. 

3. Growth dairying, commerce and industry. 
VIII. Switzerland. 

1. Traditional independence; its government. 

2. Comparison of the federal constitutions of 1848 and 1874. 

3. Success of the Initialive and Referendum. 
Assignment: Schapiro, -passim; Hayes, II. 378-92, 435-46. 
Readings: Seignobos, 238-325, 554-77; Hazen, 515-39; Drachmann, The 

Industrial Development and Commercial Policies of Scandanavian Countries; 
Gjerseth, History of Norwegian People; O. G. von Heidenstarn, Swedish 
Life in Town and Country; P. J. Blok, History of People of Netherlands; 
M. A. S. Hume, Modern Spain; W. D. McCrackan, Rise of Swiss Republic; 
J. L. C. MacDonnell, Belgium, her Kings, Kingdom and People. 
Suggestive Questions: 

1. How can you account for the decline of Spain in the niTOteenth cen- 
tury? the rise of Belgium? 

2. What was the general attitude in the World War of Sweden, Spain, 
and Holland? How can you explain the positioq of each? 

3. Describe the failure of Belgium and Portugal as colonizers in the 
20th century? What were the fundamental causes of their lack of success? 



90 Indiana University 

LESSON 75. RUSSIA IN THE NINETEENTH CENTURY 

I. The Reign of Alexander (1801-1825). 

1. The mystical idealism of the Czar. 

2. Napoleon and Alexander (1805-1815). 

3. The Czar and Metternieh (1815-1825). 
II. The Reign of Nicholas I (1825-1855). 

1. The "Nicholas" system. 

2. Persecution of religious dissenters. 

3. Harsh treatment of the Poles. 

4. Wars against Turkey in 1828 and 1854 (the Crimean War). 

III. The Liberation of the Serfs. 

1. Character of Alexander II (1855-1881). 

2. Edict of Emancipation (1863). 

a. General provisions. 

b. Effect immediate and remote. 

3. The Pohsh Revolt (1863); harsh punishment for Polish leaders. 

4. Minor political and legal reforms. 

5. The Nihihst movement: its causes, phases and effects. 

IV. The Era of Repression (1881-1894). 

1. Effect of the assassination of Alexander II. 

2. Character of Alexander III; his advisers; Plehve, Pobedonostsev. 

3. Activity of the "Third Section"; Siberian exile. 

4. The Slavophil movement and its meaning. 

a. Autocratic government; Czarism and bureauracy. 

b. Unity of religion, Greek Orthodox. 

c. Common language. Great Russian. 

5. The Attempt to "Russify" the-Russian Empire. 

a. Persecution of the Poles on account of language and religion. 

b. Attack on the privileges of the Finns and Baltic provinces. 

c. Hatred of the Jew; the pogroms and the Poles. 

6. Increase in the importance of the Intelligentsia. 

a. The result of autocratic suppression of hberalism. 

b. Influenced by the Industrial Revolution. 

V. The Causes of the Political Backwardness of Russia. 

1. Influence of its geographical position. 

2. Prevalence of agriculture. 

3. The position of the Czar. 

4. Preponderant power exercised by the autocracy. 

5. Close connection of Church and State. 



Syllabtts op Modkrn European History 91 

VI. The Industrial Revolution in Russia. 

1. Reasons for its belated arrival. 

2. The work of Sergius Witte. 

3. Investment of French capital. 

4. Railroad building, iron manufacturers. 

5. Economic future of Russia; its boundless resources. 
Assignment: Sehapiro, 504-45. 

Readings: Hayes, II. 452-78; Seignobos, 578-613; Hazen, 558-71; A. 

Rambaud, History of Russia, II. chs. xiii-xv; Andrews, II. 436-454; Holt 

and Chilton, 187-206; Mavor, Economic History of Russia, II. 142-87; A. 

Kornilov, Modern Russian History, II. 249-52; J. H. Rose, Development 

oi European Nations, I. ch. ii. 
Suggestive Questions: 

1. Why has Anti-Semitism been so much more pronounced in Russia 
and Poland than elsewhere? ■ To what extent were the laws against Jews 
enforced? 

2. What part have the following played in Russian history: Gorki, 
Tolstoi, Stepniak, BeiUss, Kerensky, Melikov, Turgeniev, Dostoiveski, 
Herzen? 

3. It has been iasserted that the serfs were no better off after 1863 than 
before. How much truth is there in this statement? 



92 iNDixiNA University 

LESSON 76. RUSSIA IN REVOLUTION (1904-1917) 

I. Russian Foreign Affairs (1815-1914). 

1. Three attempts to eliminate Turkey from Europe. 

2. Rivalry with England over Constantinople. 

3. The Dreikaiserbund and Reinsurance treaties. 

4. Franco-Russian Alliance (1891-1897). 

5. Anglo-Russian pact of 1907. 

6. Treaties with Japan 1905 and 1909. 

II. Russia's Expansion in Asia (1815-1917). 

1. The earlier settlement of Siberia. 

2. Rivalry with England — the advance towards India. 

3. Exploitation of China and Manchuria. 

4. Difficulties with Japan after 1895. 

5. Anglo-Japanese treaty (1902). 

III. The Russo-Japanese War (1904-1905). 

1. Japan's ultimatum to Russia. 

2. Position of the combatants. 

3. War in Manchuria — siege of Port Arthur. 

4. The battle of Mukden won by Japan. 

5. Russia suffered complete reverses on the sea. 

6. The treaty of Portsmouth. 

IV. The Revolution of 1905. 

1. Immediate causes of the revolt. 

a. Russo-Japanese War. 

b. Organization of labor unions. 

c. Outbreaks of the peasantry and the activity of the Terrorists. 

2. Revolutionary activity. 

a. "Red Sunday" (1905); general strikes. 

b. Nationalistic uprising; Finland gains legislative freedom. 

c. The general strike, October 1905. 

d. Nicholas II issued the October Manifesto. 

3. Rise of political parties in Russia, 
a. Octobrists. 

c. Cadets. 

c. Social Democrats and Social Revolutionaries. 



Syllap.us of Modern European History 93 

V. The Struggle for a National Legislature (1906-1914). 

1. Work of the first Duma (1906). 

a. Parties represented. 

b. Legislative reforms attempted. 

e. Conflict between Czar and Duma, 
d. The Viborg Manifesto. 

2. The Second Duma more liberal than the first. 

a. Failure of Czar to influence the elections. 

b. Change in electoral laAV. 
Assignment: Schapiro, 546-69; Hazen, 577-89. 

Readings: Hayes, II. 478-87; Rose, Developrnent of European Nations, II. 
eh. ix; Holt and Chilton, 341-64; G. Alexinski, Modern Russia, 97-137, 
244-94; Wallace, Russia, 655-72; 689-742; Turner, . 

Suggestive Questions: 

1. How was it possible in the face of almost universal opposition for the 
reactionary bureauracy to remain in power so long? 

2. Why did England and Russia forget their ancient rivalries and sign 
the pact of 1907? 

3. Did any one of the four dumas display signs of real political ability 
on the part of its members? Why were general strikes not employed to 
assist the duma against the buream-aey? 



94 Indiana University 

LESSON 77. THE NEAR EASTERN QUESTION (1789-1908) 

I. Why it is so important. 

1. Involves the control of Constantinople and the Mediterranean. 

2. Concerned with an outlet in Europe for Russian Commerce. 

3. Has to do with the nationalistic aspirations of the Christian peoples 
in the Balkan area. 

4. Is Austria-Hungary's only opportunity for territorial expansion. 

5. Affects England's control of the Suez Canal and India. 

6. The key to European expansion in Asia. 

7. All the Great Powers financially interested in Ottoman Empire and 
in perpetuation of "balance of power". 

II. Rise of the Balkan States (1789-1878). 

1. Extent of the Ottoman Empire in Europe in 1789. 

2. Racial elements in the Balkans. 

3. Difficulties of the lurks with their Christian Subjects. 

4. Montenegro gains her independence (1799). 

5. Serbia's struggle for autonomy (1804^1830). 

a. Revolts under Kara George unsuccessful (1804-1815). 

b. Obrenoviteh secured self-government with himself as prince. 

6. The Greek War of Independence (1821-1829). 

a. The causes; activity of Ilbrahim; Navarino (1827). 

b. Russo-Turkish War (1828-9). 

7. Effect of the Crimean War upon the Balkans. 

a. Erection of buffer states; Bessarabia added to Moldavia. 

b. Moldavia and Wallachia join together to form Rumania (1862). 
III. The Russo-Turkish War (1877-1878). 

1. Reasons for re-opening the near Eastern question. 

2. The Turks readily defeated by Russia. 

3. Provisions of the treaty of San Stefano (1878). 

a. Creation of the large state of Bulgaria. 

b. Turkey's existence in a precarious state. 

4. Revision of administration of the treaty at the Congress of Berlin, 
1878. 

a. Reasons for the interference of the Great Powers. 

b. Changes relative to Bulgaria. 

c. Dual Monarchy to "occupy and administer" Bosnia and Herz- 
govina. 



Syllabus of Modern European History 05 

IV. Growth of the Balkan States (1878-1908). 

1. Greece since the Congress of Berlin. 

a. Change of kings; gains Ionian islands. 

b. Struggle with the Turks over Crete. 

2. Bulgaria since 1878. 

a. East Rumelia joined Bulgaria. 

b. Defeats Serbia in war. 

3. Serbia (1878-1908). 

a. Increasing sense of nationality among Jugo-Slavs. 

b. Assassination of royal family (1903). • 

c. Fiume Resolution (1903). 

4. Roumania since the Congress of Berlin. 

a. Grant of hberal government. 

b. The Rumanians under the Dual Monarchy. 

5. Great rivalries among the Balkan States. 
Assignment: Schapiro, 620-40; Hayes, II. 490-525, passim. 
Readings: Hazen, 540-55; Seignobos, 638-70; Turner, ; Gibbons, 

131-79; J. A. R. Marriott, Eastern Question, chs. viii-xii; R. W. Seton- 
Watson, The Rise of Nationality in the Balkans. 
Suggestive Questions: 

1. Why has Constantinople been called "the most significant city on 
earth"? Show how it has been of primary importance from the time of 
Marathon to the present. 

2. Was the Crimean war wise or justifiable? Was it desirable in 1878 
that the stay of the Turk in Europe should be prolonged? 

3. Show how the Czar and Francis Joseph tried to use the Balkan States 
to fxirther their own ends. 



96 Indiana University 

LESSON 78. BALKAN DIFFICULTIES 
I. Decline of Turkey (1878-1908). 

1. Loss of her African possessions. 

2. Misrule of Abdul Hamid II (1876-1909). 

3. Growth of German power in Turkey (1883-1908). 

a. Von dter Goltz reorganized Turkish army. 

b. Visits of the Kaiser to the Sultan in 1889 and 1898. 

c. The Bagdad Bahn — Drang nach Ostend. 

d. Von Bieberstein's diplomacy. 

II. The Young Turk Revolution (1908-1909). 

1. Rise of the educated Turks, 

2. Committee of Union and Progress force the liberalization of the 
government. 

3. Attitude of the Great Powers. 

4. Abdul Hamid's counter-revolution failed. 

III. The Annexation of Bosnia and Herzgovina (1908). 

1. Due to the Young Turk Revolution. 

2. Greatest opposition by Serbia and Russia. 

3. War imminent; Serbia gave way (March 31, 1909). 

4. Bulgaria declared her independence; Ferdinand becomes Czar. 

IV. Growth of the Jugo-Slav Movement. 

1. Growing sense of Nationalism. 

2. Treatment of Jugo-Slavs by the Dual Monarchy. 

3. The Fiume Resolution; increasing importance of Serbia. 

4. Annexation of Bosnia defeats the plans of the Jugo-Slavs. 

5. Serbia lost her chance for seaports on Adriatic. 

6. Growing restlessness of the Jugo Slavs (1909-1914). 
V. The First Balkan War (1912-1913). 

1. The Libyan War was sort of a prelude. 

2. Venezelos and the formation of the Balkan League. 

3. Victories of all the Balkan allies. 

4. Interference of the Powers; the Armistice. 

5. Renewal of fighting; capitulation of the Turks. 

6. Practical ehmination of Turkey from Europe. 
VI. The Second Balkan War. 

1. Albania and the division of the spoils. 

2. Bulgaria's arrogance secretly supported by Austria-Hungary. 

3. Bulgaria's attack on Serbia. 

4. Co-operation of Serbia, Greece, Rumania and Turkey. 

5. HumiUation of Bulgaria by the treaty of Bucharest (1913). 

6. General feeling of dissatisfaction in the Balkans. 
Assignment: Schapiro, 640-9; Hayes, II. 525-39. 

/ieadingsrHolt and Chilton, 438-55, 476-503; Gibbons, 180-350; BuUard, 
124-49; Schmitt, 253-301; A. Cheradame, The Pan-German Plot Unmasked, 
(very partisan) 1-65; Marriott, Eastern Question, chs. xiii-xvii; Turner, 
; Hazen, Fiftrj Years, 290-315. 

Suggestive Questions: 

1. The treaty of Bucharest has been termed one of the greatest of diplo- 
matic crimes. Do you think the statement is true? 

2. How was Germany able so rapidly to regain her power in Constantin- 
ople after the Revolution of 1908. 

3. To whom might the term "Bismarck of the Balkans" be apphed? 



Syllabus op Modern European History 97 

LESSON 79. THE TREND TOWARDS DEMOCRACY IN GREAT 
BRITAIN (1865-1906) 

T. The New Era of Reform. 

1. Death of Palmerston — retirement of Derby and Russell. 

2. Rise of Gladstone and Disraeli as rivals. 

3. Influence of Chartism; organization of labor unions. 
II. The Reform Bill of 1867. 

1. Conservative attempts at reform; "fancy franchises". 

2. Gladstone Reform Bill of 1866 defeated. 

3. Great public demonstration in favor of reform. 

4. Disraeh's Reform Bill of 1867. 

a. Its provisions. 

b. The "ten minute bill". 

c. Liberal amendments and passage. 

ril. The Glorious Ministry of Gladstone (1868-74). 

1. Legislation for the relief of Ireland. (To be treated later). 

2. The Forster Education Act. 

a. Condition of education in Great Britain. 

b. Strength of the Anglican Church. 

c. Extent of the reforms. 

3. The Ballot Act (1872). 

4. The Judicature Act (1873). 

5. Civil service and army reforms. 

IV. Disraeli as Prime Minister (1874-1880). 

1. His character and policies. 

2. Emphasized his foreign poUey and colonization. 

3. Social and legal reforms. 

V. Further Political Reforms and Disruption of the Liberals. 

1. Corrupt Practices Act (1883). 

2. Parliamentary reforms (1889-1885). 

3. Split in Liberal party over Home Rule for Ireland; Chamberlain 
and the Liberal Unionists. 

4. The County Councils Act (1888). 

5. The Parish Councils Act (1894). 

6. Social legislation. 

VI. The National Unionist Party in Power (1895-1905). 

1. Liberal Unionist^ join the Conservatives (1894). 

2. The Education Bill of 1902 not progressive. 

3. The Boer War (1899-1901). 

a. Causes. 

b. Long drawn out, Roberts, Eatchener, DeWet and Botha. 

c. Settlement. 

4. England ends period of splendid isolation — enlente cordiale (1904). 
Assignment: Schapiro, 324-46; Hayes, II. 277-97, pasnim. 
Readings: Holt and Chilton, 229-37; Cross, 983-99; W. Bleloch, The 

New South Africa, 133-236; G. Slater, The Making of Modern England, 
eh. xv; Seignobos, 68-102; J. Morley, Gladstone; Moneypenny and Buckle, 
Disraeli; G. L. Dickinson, A Modern Sym-posium. 
Suggestive Questions: 

1. What Avas the cardinal weakness in the political policy of Gladstone? 
of Disraeli? 

2. Compare Second and Third Reform Bills as to provisions and effects. 

3. Why did Great Britain (Lord Salisbury) suddenly end the policy of 
, aloofness from Continental diplomacy? 



98 Indiana University 

LESSON 80. THE SUPREMACY OF THE LIBERAL LABOR GROUP 

(1906-1915) 

I. The Government of England. 

1. Relative importance of the king and prime minister. 

2. Functions of Cabinet; relation to House of Commons. 

3. Powers of House of Commons; frequency of elections. 

4. Composition and position of the House of Lords. 

II. The Advance Towards Political Democracy (1906-1910). 

1. The Liberal group of statesmen. 

2. Reactionary tendencies of the peers. 

3. The Lloyd George Budget of 1909. 

a. The land problem in England. 

b. Provisions of the budget. 

c. Defeated by the House of Lords. 

d. Attitude of the people and the Cabinet. 

4. The Election of January, 1910. 

a. Vote was definitely upon the Budget. 

b. Indeeisiveness of the result. 

III. The Parliament Act of 1911. 

1. Passage of the Budget through threat of George V. 

2. Opposition to the peers — "end or mend them". 

3. The Election of December, 1910 

a. Issue "the Peers vs. the People". 

b. Result of polling similar to that of January, 1910. 

4. Provisions of the Act. 

a. Brought about by Liberal-Labor-Irish Nationalistic group. 

b. Abolition of the veto of the House of Lords. 

c. Parliaments to last five years. 

5. Payment of Members of the House of Commons. ■ 

a. The Osborne decision (1909) . 

b. Salary to be £400 per year. 

IV. Social and Economic Legislation (1906-1914). 

1. Important social legislation (1867-1906). 

2. Workmen's Compensation and Trade Disputes Acts (1906). 

3. The Small Holdings Act (1907). 

4. Old Age Pension Act (1908). 

5. The Trade Boards aind Labor Exchanges Acts (1909). 

6. The National Insurance Act (1911). 

7. Minimum Wage established for miners (1911). 

8. DisestabUshment of Welsh Church and Home Rule for Ireland 
(1912-14). 



Syllabus of Modern European History 99 

V. Economic and Social Progress Since 1865. 

1. Increase in commerce and industry. 

2. Growth of the strength of labor unions; syndicalism (1911-1913). 

3. Socialism never very strong in England. 
VI. Representation of the Peoples Act (1918). 

Assignment: Schapiro, 346-81. 

Readings: Hayes, II. 307-19; G. R. Porter, Progress of the Nation, ehs. 

xxv-xxvii; Orth, 207-49; Slater, Making of Modern England, 239-69; 

Schmitt, 12-34, 173-218; Cross, 1071-89; Hazen 475-85; C. H. Hayes, 

British Social Politics; P. Alden, Democratic England. 
Suggestive Questions: 

1 What were the important policies which the Liberals were pledged to 
carry through in 1906? Why were they unable to keep their promise? 

2. The Representation of the People Act of 1918 has been termed "the 
Greatest Reform Act". Why? 

3. What were the Sankey and Whitley reports? To what extent has 
the system they advocated been successful in practice? 



100 Indiana University 

LESSON 81. IRELAND IN THE NINETEENTH CENTURY 

I. Ireland before 1815. 

1. The Irish in the eighteenth century. 

2. Legislative independence of Ireland (1783-1800). 

3. The Act of Union (1800). 

a. RebeUion of 1798. 

b. How the Union was brought about. 

4. The work of Daniel O'Connell (1825-1847). 

5. The Irish Famine (1846-1848). 
IT. The Land Problem in Ireland. 

1. Lack of tenant rights; Ulster rights. 

2. Desire for the 3 F's. 

3. Gladstone's reforms in 1870. 

4. Parnell and the Land League. 

5. Second Irish Land Act (1881). 

6. General Land Purchase Act (1891). 

7. Supplementary Acts of 1896, 1898, 1903 and 1909. 

III. Religious Difficulties. 

1. Protestant Anglo-Saxon vs. Catholic Celt. 

2. Influence of the Cathohe Clergy. 

3. Catholic Emancipation Act (1829). 

4. Young Ireland and the Fenians. 

5. Disestablishment of the Irish Church, (1869). 

6. Education and the Catholic Church. 

IV. The Struggle for Home Rule (1870-1918). 

1. The efforts of Gladstone (1869-82). 

a. Provides higher education for Catholics. 

b. Kilmainham Treaty 1882. ' 

c. Phoenix Park Murders. 

2. The First Home Rule Bill (1886), defeated by the Liberal UnionistF, 

3. Second Home Rule Bill defeated by House of Lords (1893). 

4. Third Home Rule BUI passed 1912. 

a. The opposition of Ulster. 

b. The treason of Carson (1914). 

5. The Sinn Fein Rebellion (1916). 

6. The Irish Convention (1917). 

7. Secession of Sinn Feiners from Parliament. 
V. Economic Conditions (1870-1918), 

1. Irish paid too great prices to become landowners. 

2. The work of Sir Horace Plunkett. 

3. Growing industriahsm of Ulster. 

4. Increasing prosperity in the south of Ireland. 
Assignment: Schapu-o, 382-98; Hayes, II. 319-26. 

Readings: Hazen, Europe Since 1815, 467-517; P. Dubois, Conlemporary 
Ireland, 151-217; E. Childers, Framework of- Home Rule; F. Haekett. 
Ireland; G. Slater, Making of Modern England, ch. xix; J. B. Woodburn, 
The Ulster Scot; Turner, Ireland; Lavell and Payne, Imperial England, 
eh. xiii. 

Suggestive Questions: 

1. How do you account for the bitterness Avith which the Irish hate the 
memory of Cromwell and William III? 

2. Is it true that the land problem has been settled far more satisfactorily 
in Ireland than in England ? 

3. What is yoiir solution of the Irish question? 



Syllabus of Modern European History 101 

LESSON 82. IMPERIALISM 

I. The Old Colonial System. 

1. Causes of its development. 

2. Its tendency towards monopoly. 

3. The operation of the mercantilist theory. 

4. Achievements before 1815. 

ry. Influence of the laissez /aire doctrine — Neo-mercantilism. 
II. The New Imperialism. 

1. The influence of the French Revolution. 

2. Nationalism and land hunger. 

3. Emphasis upon commercial interests. 
III. Motives for the New Imperialism. 

1. Economic Motives. 

a. Source of raw materials. 

b. Market for surplus manufactures. 

e. Coaling stations and trading centers. 

d. Opportunity to exploit undeveloped resources of the area. 

e. Difficulties over private investments. 

2. PoUtical and patriotic motives. 

a. Spread the blessings of civiUzation among the natives. 

b. Homes for surplus population. 

c. Increase prestige of mother country. 

3. Religious motives. 

a. Roman Catholic missionary activity. 

b. Protestant missions. 

c. Missions and imperialism. 

d. Extent to which missionaries Christianize the natives. 

4. Fallacies in many of these arguments. 
IV. How Imperialism Operates. 

1. Usually begun on small scale, as a single seaport. 

2. Difficulty of withdrawal; the loss of national prestige. 

3. Growing national self-consciousness of the native. 

4. Necessity of increasing the system of administration. 

a. The drain on the Mother Country. 

b. Tendencies toward mihtarism. 

5. Temptation to exploit the native. 

a. Vast undeveloped resources. 

b. Ignorant native. 

c. Unscrupulous trader protected by his flag. 
V. The Alternative to National Imperialism. 

1. Shall the Great Powers cease to colonize? result? 

2. Will they colonize if not allowed to make profits? 

3. Proposed mandataries; will they work in the backward areas? 
Assignment: Schapiro, 650-57; Hayes, II, 547-60. 

Readings: Hobson, 1-99, 119-61; N. D. Harris, Intervention and Colon- 
ization in Africa, 1-16; Holt and Chilton, 317-28; Lavell and Payne, eh. 
xv; R. Muir, Expansion of Europe. 

Suggestive Questions: 

1. Show that the better the Mother Country treats its colonists the earlier 
and more certain they are to revolt. 

2. To what degree have national rather than private interests predom- 
inated in twentieth century imperialism? 

3. Since the only remaining spheres in which imperialism can operate are 
backward, unhealthful sections, explain the difficulties in the administration 
of benevolent imperialism. 



102 Indiana University 

LESSON 83. THE BRITISH EMPIRE 
I. Self-Governing Colonies. 

1. Canada and Newfoundland. 

a. The Act of 1791. 

b. Papineau's rebellion. 

e. Lord Durham's Report (1839). 

d. Canada Act of 1840. 

e. British North America Act (1867). 

f. Newfoundland not a member of the "Dominion". 

2. South Africa. 

a. Settled by Dutch and Huguenots. 

b. The "Great Trek" (1836-1840). 

c. English defeated at Majuba Hill (1881). 

d. The discovery of gold (1885) ; the Uitlanders. 

e. Conflict between Uitlander and Boer. 

f. Responsibihty of Rhodes and Chamberlain. 

g. Jameson's Raid and Boer War (1895-1902). 
h. The grant of responsible government. 

3. Australia and New Zealand. 

a. Establishment of Botany Bay (1788). 

b. Development of sheep raising. 

c. Discovery of gold (1851). 

d. The Australian Union (1900). 

e. Extensive social reforms. 

f. New Zealand. 

1. Granted local autonomy, 

2. Organized as a "dominion" (1907). 

3 Experiments in political and social democracy. 
II. Crown Colonies have some popular control. 

1. Ceylon. 

2. Guiana. 

3. Jamaica, etc. 
III. India. 

1. Napoleon I's intrigues in India. 

2. Extension of the Indian frontier (1815-1857). 

3. The Sepoy mutiny; reorganization of the Indian government (1857). 

4. Queen becomes Empress of India (1878). 

5. Recent steps to grant semi-responsible government. 



Syllabus of Modern European History 103 

IV. Egypt. 

1. Purchase of the shares of Suez Canal stock (1875). 

2. Establishment of "condominium" by France and England. 

3. Khartoum, Fashoda and Omdurman (1882-1898). 

4. Protectorate of England becomes more definite (1914). 
V. Scattered Possessions of Great Britain. 

1. Hong Kong. 

2. Gibraltar. 

3. Minorca, etc. 

VI. Growth of the Idea of Imperial Federation. 

Assignment: Sohapiro, 399-423; Hayes, II. 640-72, passim. 

Readings: Lyall, British Dominion in India, 300-25, 349-81; Bleloch, New 
South Africa, 285-341; Theal, South Africa, 313-90, 415-29; Rose, Develop- 
ment of European Nations, 44-227.; Lavell and Payne, chs. vii-xii; H. A. 
Gibbons, New Map of Asia, chs. i-iv. 

Suggestive Questions: 

1. Why have the English found it so difficult to satisfy the demands of 
the Hindoos? 

2. Account for the speed with which the Boers were granted self-gov- 
ernment after the close of the Boer War. 

3. What were the fundamental ideas in Lord Durham's Report that 
have made it the basis for the study of colonial government? 



104 Indiana University 

LESSON 84. EUROPEAN EXPANSION IN ASIA 

I. Early Colonization in the Orient. 

1. India and Ceylon. 

2. East Indies and Philippines. 

3. Russia's advance into Siberia. 
II. The Opening up of China. 

1. China before 1840. 

2. The Opium Wars — England and France in China (1867-1894). 

3. Encroachments upon the borders of the Empire. 

4. The War with Japan; interference of the Great Powers. 

5. European exploitation of China (1895-1900). 

6. The Boxer Rebellion and the "Open Door" policy. 
III. Rise of Japan as a World Power. 

1. Japanese treatment of Europeans before 1850. 

2. Commodore Perry's visit (1853). 

3. The Revolution of 1868. 

4. Europeanization of Japan (1867-1904). 

a. The government of Japan. 

b. The industrial revolution. 

c. Growth of Japanese militarism and imperialism. 

5. The War with China (1894-5) ; treaty with England (1902). 

6. The Russo-Japanese War (1904-1905). 

a. Showed wonderful progress of Japan. 

b. Decisive defeat of Russia. 

c. General effects on Japan, Russia and China. 

7. Continuation of the exploitation of China. 
IV. Russian Expansion. 

1. Occupation of Siberia and Manchuria. 

2. Advance into Turkestan and region of the Caspian Sea. 

3. Anglo-Russian rivalry in Persia; the pact of 1907. 
V. Other Advances in Asia (outside of India). 

1. German influence in Asia Minor and Mesopotamia. 

2. English entry into Thibet. 

3. England and France in Farther India. 
Assignment: Schapiro, 657-75; Map Study No. 11a. 

Readings: Hobson, 305-36; A. R. Colquhoun, China in Transformation, 
58-108, 141-227; S. K. Hornbeck, Contemporary Politics in Far East; 
Rose, Development of European Nations, 44-298; Hayes, II. 560-96; Gib- 
bons, Asia, chs. xvi-xxi. 

Suggestive Questions: 

1. Compare the Japanese and Chinese as to character, poUtical ideas and 
capability of improvement. 

2. To what degree have the Chinese and Japanese accepted Christianity? 

3. What was the political situation in 1914 as to Manchuria? Thibet? 
China? 



Syllabus of Modern European His^tory 105 

LESSON 85. THE PARTITION OF AFRICA. 

I. Why the Partition of Africa is so Important. 

1. Vast area and abundant resources. 

2. Climate and civilization of the natives. 

3. Last great area undeveloped by Europeans. 

4. The rush for "Darkest Africa". 

5. Establishment of "spheres of influence", condominiums, conven- 
tions. 

IT. The Portugese in Africa. 

1. Early explorations and settlements. 

2. Areas held by Portugal: Delagao Bay. 

3. Unprogressiveness of their rule. 

4. Jealousy of Germany and Great Britain. 
ITT. Belgium Possessions in Africa; the Congo. 

1. Astuteness of King Leopold. 

2. Internationalization of the Congo. 

3. Immense resources of the Congo region. 

4. Reports of Morel and Roger Casement. 

5. Death of Leopold; reform in administration. 
TV. German Colonization in Africa. 

1. Practically only region open to the German Empire. 

2. Lack of interest in colonization by Bismarck. 

3. Work of German explorers. 

4. William II favors colonization. 

5. German settlements in Africa. 

6. Anglo-German agreement (1890); Franco-German Convention 
(1911). 

V. Italian Efforts in Africa. 

1. Designs on Tunis. 

2. Eritrea and the Abyssinean fiasco. 

3. The gaining of Tripoli and Cyrenaica. 
VI. French Colonies in Africa. 

1. Early French efforts; Madagascar. 

2. The conquest of Algiers. 

3. Annexation of Tunis (1881); significance. 

4. Anglo-French rivalry in Egypt and the Sudan (1882-1904). 

5. Franco-German struggle in Morocco (1904-1912). 



106 Indiana University 

VII. Great Britain in Africa. 

1. The EngUsh on the Guinea Coast. 

2. The explorations of Livingstone and Stanley. 

3. Extension of power over Egypt. 

4. Anglo-French rivalry in Morocco (1898-1904). 

5. Colonization in South Africa. 

a. Conquest of Cape Colony. 

b. The Great Trek (1836-1840). 

c. The Boer War (1899-1902). 

Assignment: Schapiro, 675-83; Hayes, II. 614-37; finish Map Study No. 

11. 
Readings: Hobson, 235-304; M. D. Harris, hitervention and Colonization 

in Africa, 20-162; Gibbons, Africa, 1-354; H. Johnston, Colonization in 

Africa; Theal, South Africa (ed. 1912). 
Suggestive Questions: 

1. Show instances of the evils of imperialism in English, Portugese, 
German and Belgian colonies in Africa. 

2. What difficulties have been encountered in dealing with the following 
natives: Hottentots, Berber, dervishes, Zulus, Ashanteans, Mahdists? 

3. Of what historical importance are the following: Delagao Bay, 
Agadir, Zanzibar, Walfisch Bay, Port Said? 



Syllabus of Modern European History 107 

LESSON 86. FORMATION OF THE TRIPLE ALLIANCE 

I. Economic Tendencies of the Era (1871-1914). 

1. Great increase in manufacturers. 

2. Rapid growth of commerce. 

3. Increased desire for colonies. 

4. Demands for merchant marine and navy. 

5. Influences of international trade. 

6. Opportunities for friction between nations. 
II. Political Tendencies (1871-1914). 

1. Uphold the policy of the "balance of power", 

2. SupernationaUsm and Militarism. 

a. National imperialism — Great Britain. 

b. Pan-Slavism, Pan-Islamism and Pan-Turanianism. 

c. Kultur and Pan-Germanism. 

3. "Arenas of friction". 

a. The Balkans and Mesopotamia. 

b. The Far East. 

c. Morocco. 

d. Ireland, Poland, Alsace-Lorraine. 

4. Internationalistic tendencies. 

a. The Concert of Europe; action of the Great Powers. 

b. Growth of arbitration and general arbitration policies, 
e The Hague Conferences of 1899 and 1907. 

d. Development of pacifism as a creed. 

e. Socialism is international in its aim. 

f . Clericahsm emphasizes brotherhood of man. 

III. European Diplomacy at the Close of the Franco-Prussian War. 

1. France and Germany both diplomatically isolated. 

2. The League of the three Kaisers (Dreikaiserbund) . 

3. The French war scare (1875). 

4. Friendliness of Germany and Great Britain (1871-1880). 

IV. The Formation of the Dual Alliance (1879). 

1. The Congress of Berlin (1878). 

a. Bismarck supported Austria-Hungary. 

b. Dual Monarchy "to occupy and administer Bosnia and Herz- 
govina". 

c. Russia threatened Austria-Hungary with war. 

2. The negotiation of the Dual Alliance (1879). 

a. Provided for an offensive- defensive alliance. 

b. Critical position of France and Russia. 



108 Indiana University 

V. The Triple Alliance Formed (1882). 

1. Italian and French rivalry for Tunis. 

2. Annexation of Tunis by France (1881). 

3. Italy joined Dual Alliance (1882). 

4. General provisions. 

5. Diplomatic isolation of France and Russia accentuated. 
Assignment: Schapiro, 684-86; Hayes, II. 679-97. 

Readings: Turner, ; Schmitt, 116-218; Bullard, 3-53; Holt and 

Chilton, 207-79; Robertson, Bismarck, 339-74, 408-7; C. Seymour, 
Diplomatic Background of the War, 38-60; A. Tardieu, France andth e Alli- 
ances, 1-34. 

Suggestive Questions: 

1. What do you understand by Pan-Germanism? In what ways, if any, 
does it differ from British Imperialism or Pan Slavism? 

2. To what extent do you think that the commerce of the present day 
tends twards internationalism? supernationalism? 

3. Socialism and Clericalism are both international in their scope and 
purpose. Why then are they so bitterly opposed to each other? 



SYLLABI'S OF MoUKRN EUROPEAN HiSTORY 109 

LESSON 87. THE FORMATION OF THE ENTENTE CORDIALE 

I. Anglo-German Relations (1880-1898). 

1. Bismarck and Great Britain. 

2. William II and Queen Victoria. 

3. Germany becomes interested in the Balkans. 

4. The Kaiser's plans for a navy. 

5. Effect of the Boer War. 

TI. Relations of Germany and Russia (1880-1890). 

1. The Dreikaiserhimd renewed (1884). 

2. The Reinsurance {Ruckver sicker ungsverlrag) Treaty (1885). 

3. Friction between France and Germany; Russia's attitude. 

4. William II refused to renew the Reinsurance Compact. 
III. The Alliance between France and Russia (1891-1897). 

1. Weakness of French diplomacy (1879-1887). 

2. Russia supported France in 1875 and 1887. 

3. Influence of Kaiser's refusal to renew Reinsurance Treaty (1888). 

4. Franco-Russian understanding (1891-1892). 

5. Definitive treaty (1894). 

6. Exchange of visits between the Czar and President Poincare. 
IV. The Entente Cordiale (1904). 

1 England's period of "splendid isolation". 

2. Abruptly ended in 1898-1900. 

a. The Faslioda affair with France. 

b. The Boer War. 

c. Elaborate plans for a German Navy. 

d. Death of Queen Victoria. 

3. General arbitration with France (1903). 

4. The Entente Cordiale (1904). 

a. France and England to remain neutral in the Russo-Japanese 

War. 
b. , Status of Morocco and Egypt decided upon, 
c. Apparently a defensive alliance. 
V. The Tangier Incident (1905). 

1. Resblly a test oi the Entente Cordiale. ' _ 

2. Time seemed propitious. 

a. French army seemed weak. 

b. Russia had lost prestige through war with Japan. 

c. England in throes of a general election. 

3. The Algeciras Conference (1906). 

a. Germany supported only by Austria Hungary &^iul Morocco. 

b. Italy voted against her allies. 



110 Indiana University 

VI. Anglo-Russian Pact (1907). 

1. Rivalry between Russia and England as to Near East. 

2. The "Open Door" policy in China. 

3. Anglo- Japanese treaty (1902). 

4. Influence of the Russo-Japanese War (1904^1905). 

5. The treaty of 1907. 

a. Persia divided into three spheres of influence. 

b. Thibet and Afghanistan. 
Assignment: 686-701; Hayes, II. 697-705. 

Readings: 1-70; Sehmitt, 219-301; Turner, ; BuUard, 63-83; 

Holt and Chilton, 281-316, 365-87; Seymour, Diplomatic Background, 
140-76; Tardieu, France and the Alliances, 35-80, 170-209; Gibbons, Asia, 

Suggestive Questions: 

1. Why was the United States a party to the Algeciras Conference? Why 
did Italy vote with the Entente? 

2. Why did the Kaiser turn away from Russia? How did this better 
the diplomatic position of France? 

3. Describe in detail how the Entente Cordiale was formed. Who was 
most responsible for the negotiations? 



Syllabus of Modern European History 111 

LESSON 88. TRIALS OF STRENGTH BETWEEN THE ALLIANCES 

(1908-1914) 
I. The General European Crisis of 1908. 

1. The Young Tiu-k Revolution. 

a. Upset the influence of Germany in Constantinople. 

b. Strengthened power of the Entente and Balkan States. 

2. Austz'ia-Hungary annexes Bosnia and Herzegovina. 

a. Was done to enhance prestige of Triple Alliance. 

b. Definite challenge to the Jugo-Slavs and Russia. 

c. Threats of Sei'bia and the Dual Monarchy. 

d. Russia forced Serbia to yield. 
IT. The Crisis over Morocco (1911). 

1. The Casablanca affair (1908). 

2. The Berlin Convention between Germany and France (1909). 

3. Outbreak of disorder at Fez; French send troops. 

4. William II sent the Panther to Agadir. 

5. Imminence of War during summer of 1911. 

6. Collapse of German credit; Franco-German Convention (1911). 

7. Effect upon the two alliances. 

III. Extension of the Power of the Entente (1902-1910). 

1. Franco-Italian agreements (1898, 1900, 1902, 1903). 

2. Anglo-Japanese treaty (1902). 

3. Franco-Spanish rapprochement (1904). 

4. Russo-Japanese agreement (1910). 

5. Willingness of Great Britain to be friendly with Germany. 

a. Naval holiday. 

b. General desire for arbitration. 

c. Treaties pending as to Bagdad Railway and Portugese Colonies. 

IV. Libyan (or Tripolitan) War (1911-1912). 

1. Agadir affair acted as its prelude. 

2. Hostility of her allies to Italy's attack on Turkey. 

3. Great Powers force Italy to restrict area of operations to Africa. 

4. Gains of Italy weakened power of Triple Alliance in Turkey. 
V. The First and Second Balkan Wars (1912-1913). 

1. Actually began before Libyan War was finished. 
3. Great Powers tried to prevent this war. 

3. The Balkan League wins at every point. 

4. Conference of Ambassadors really determine terms of peace. 

5. Creation of Albania; quarrel with Bulgaria and Serbia. 

6. Second Balkan War. 

a. Bulgaria attacked Serbia. 

b. Serbia joined by Greece, Roumania and Turkey. 
Assignment: Schapko, 700-8; Hayes, II. 705-19. 

Readings: Turner, ; Schmitt, 301-434; BuUard, 83-162; Gibbons, 

57-399; Holt and Chilton, 438-538; Gibbons, Africa, 355-90; Cheradame, 
Pan-German Plot Unmasked, 108-57; Seymour, Diplomatic Background, 
182-93; C. J. H. Hayes, Brief History of the Great War, ch. 1. 

Suggestive Questions: 

1. Why was the Entente able to strengthen its alliance between 1904 and 
1914, while the Triple AUiance could not? 

2. Was Germany's attitude as to Morocco inconsistent? Was Italy true 
to the terms of her alliance? 

3. Why did England support France in 1911, when she practically 
refused to support Russia and Serbia in 1908-1909? 



112 Indiana University ' 

LESSON 89. THE BEGINNINGS OF THE GREAT WAR, JULY, 

1914— MAY, 1915 

I. Preparations of the Central Powers for War before June, 1914. 

1. Secret report on strengthening the German army (19 March, 1913). 

2. Austria proposed to Italy a joint attack on Serbia (9 August, 1913). 

3. Chauvinism of Kaiser in interview with King of Belgium (Nov. 
1913). 

4. Rapid growth of militaristic spirit among German leaders. 

5. German military preparations (1911-1914). 

a. Increases in size and equipment of the army. 

b. Latest enlargement of Kiel Canal finished early in 1914. 

e. Construction of strategic railways on eastern and western fronts. 

d. Financial and economic preparations. 

e. Plans to stir up revolts in Ireland and various British colonies. 

f. Schemes to undermine Russia's strength by fostering radical 
socialism among the people. 

g. Recall of reservists; general mobilizations in Western Germany. 
IT. Immediate Causes of the War. 

1. Assassination of Francis Ferdinand (June 28, 1914). 

2. Austrian ultimatum to Serbia (July 23, 1914). 

a. Its provisions. 

b. The implications. 

c. Attitude of St. Petersburg and BerUn. 

d. Endeavors of Sir Edward Grey for peace. 

3. The question of mobilization. 

a. Serbian and Austro-Hungarian mobilization (July 31 — Aug. 1). 

b. Russia mobilizes and Germany declares war (Aug. 1, 1914). 

4. German invasion of Belgium and France. 

a. The violation of Belgium's neutrality. 

b. Excuse of Bethman-HoUweg; later "explanations". 

c. German declaration of war on France (August 5, 1914). 
HI. Reasons Why Great Britain entered the War. 

1. Germany probably expected her to remain neutral. 

2. Sir Edward Grey's ambiguous attitude. 

3. Germany refused to guarantee Belgium's neutrality. 

4. Great Britain fears probable result of German invasion of Belgium 
and France. 

IV. Italy enters the War (May, 1915). 

1. Italy remains neutral in 1914. 

2. Influence of the Papacy, von Bulow and Giolitti. 

3. First year of war indecisive. 

4. Reasons for Italy's entering the war. 
Assignment: Sehapiro, 709-39; begin Map Study No. 12. 

Readings: Hazen, 608-18; Cheradame, 157-212; Gibbons, 399-412; 

Turner, ; Schmitt, 434-98; Holt and Chilton, 539-80; Hazen, 

Fifty Years, 316-414; Lichnowsky, Memoranda; E. J. Dillon, England and 
Germany, 99-107; Hayes, Brief Hist., ehs. ii-v; A. F. Pollard, Short Hist, 
of the Great War, chs. i-vii. 

Suggestive Questions: 

1. What do you know of the Potsdam Conference? Muehlon's Diary? 
The Pact of Konopsicht? A scrap of paper? 

2. To what extent were the causes of the war economic? to what extent 
political? to what extent moral? 

3. How well was Germany prepared for war? England? France? Belgium? 
Russia? Austria-Hungary? 



SYhhAKlS OV MODKUN El'KOI'KAN HlSTOKY 113 

LESSON 90. AMERICA AND THE WORLD WAR 
1. Leading Events in the World War (August 1914 — April 1915). 

1. German offensive in West breaks down at the Marne. 

2. German offensive to the North. 

a. Capture of Antwerp. 

b. Battles around Ypres. 

3. Campaign against Russia brings alternative victories and defeats. 

4. War in the Near, Middle and Far East. 

a. Turkish campaign against Russia. 

b. Russian invasion of Asiatic Turkey 

c. British invade Mesopotamia. 

d. Japanese capture Kiao-Chau. 

5. War upon the Sea. 

a; Work of the Evidem and Karlsruhe. 
h: Defeat of British squadron off Chile. 

c. English destroy victorious fleet near Falkland Islands. 

d. Germans use mines and submarines extensively. 

TT. Second Year of the War (April, 1915-February, 1916). 
L German offensive against Russia. 

2. Stalemate on Western front, with advantage with Germans. 

3. British fail to open the Dardanelles. 

4. The destruction of Serbia. 

5. Italy declares war on Austria-Hungary. 

6. Naval warfare. 

a. Extension of submarine warfare. 

b. Sinking of the Lusitania. 

c. The "War of notes" between United States and Germany. 

III. Third Year of the War (February 1916-April, 1917). 

1. German attack on Verdun fails. 

2. Failure of British Mesopotamian expedition. 

3. Austria badly defeats Italians on the Trentino. 

4. Roumania joins the Entente 

5. Debacle in Roumania; her betrayal by Russia. 

6. Intrigues of King Constantine of Greece. 

7. German retreat to the Hindenburg line. 

8. The Russian Revolution strengthens Germany. 

IV. America enters the War (April, 1917-November, 1918). 

1. Causes. 

a. Submarine activity. 

b. Activity of German spies and sympathizers. 

c. The Zimmerman note. 

2. British capture Bagdad, Jaffa and Jerusalem. 

3. Terrible destruction among Italians at Caporetto. 

4. Great German offensive against Amiens and Paris. 

5. Defeat of Germans at St. Mihiel, Argonne Forest, etc. 

6. Signing of the Armistice, November 9, 1918. 
Assignment: Schapiro, 739 ff; finish Map Study No. 12. 

Readings: Bullard, 219-324; W. K. Wallace, Greater Italy, 207-301; 

Turner, ; New York Times, History of the War; Hayes, Brief 

Hist., chs. vi-x; Pollard, ehs. viii-xiv. 
Suggestive Questions: 

1. In what ways did the Russian Revolution embarass the Entente? 

2. How do you account for Italy's sad showing in the war? for Greece's 
questionable attitude? 

3. Identifj^ Soukhomlinov, Venezelos, Rasputin, Mackensen, Smuts, 
Enver Bey. 



114 Indiana University 



APPENDIX I— MAP STUDIES 

SUGGESTION FOR MAP STUDIES 

. "History is not intelUgible without geography. This is obviously trub 
in the sense that the reader of history must learn where are the frontiers of 
states, where wars were fought out, whither colonies were dispatched. It 
is equally if less obviously, true that geographical facts very largely influence 
the course of history. Even the constitutional and social developments 
within a settled nation are scarcely independent of them, since geographical 
position affects the nature and extent of intercourse with other nations and 
therefore of the influence exerted by foreign ideas." — H. B. George, The 
Relations of Geography and History (1910). 

The following map studies are intended to supplement the work in 
assigned readings and class discussion. It is hoped not only that they may 
be of assistance to the student in helping him to grasp essential facts of history 
by making graphic the statements of the printed page, but that they may also 
suggest interpretations of the facts there recorded, and finally that they 
may increase the interest of the course by affording a picture of the lands 
whose history is being studied. One can ill afford to be ignorant of the 
geography of a country if one would arrive at a true knowledge of its history. 
For the day is past when the life of man may be studied apart from his 
physical environment. These studies should, therefore, aid the student in 
fixing in his mind a picture of the homes of the people with whom he expects 
to become familiar; from them he should come to recognize river and lake, 
mountain and vaUey, as well as poUtical boundaries of states, the growth of 
nations, and their interrelations. It is only when he has such a clear 
picture that the story of the people of these lands can be intelUgently followed. 

Frequently the student looks upon the map study as sheer drudgery, 
wasting time which might be better employed. And if the map study is 
to degenerate, as it too frequently does, into the mere mechanical exercise 
of copying meaningless lines and colors from an atlas, such a viewpoint is in 
large measure justified. But that lies with the student himself. The 
attempt has here been made so to co-ordinate the map work with the assigned 
reading that its value may readily become apparent when followed chrono- 
logically and under standingly. The student should see countries or move- 
ments grow. Any tendency merely to copy a map from an atlas is to be 
avoided. 

Every student will be responsible for a thorough knowledge of the import- 
ant facts and ideas of all map studies assigned and on final examinations 
may be required to reproduce any map in its larger features. 

The following general rules should be observed with utmost care: 

1. Never begin a map study until you have mastered the corresponding 
assignment in the text. 

2. If possible, do the map-work by daylight. The colors used in the 
atlas are difficult to disting-uish under artificial Ught. 

3. Before actually beginning work, read over the directions for the map 
study with a view to understanding the problem in hand. FoUow the in- 
structions faithfully. Notice which atlases are required; if possible, com- 



Syllabus op Modern Euroi'ean History 115 

pare them and select the one which seems best suited to your purpose. 
By planning your work and selecting your color-scheme in advance, you 
will insure the most satisfactory results. When the colors are apt to be 
confusing, shading in black and white, or cross-hatching may also be used. 

4. Be sure that the map is historically correct. Blunders in elementary 
histoiical knowledge are unpardonable. To avoid such blunders, you will 
find it necessaiy to refer constantly to the text and occasionally to the 
Encyclopedia Britannica or other reference works. 

5. Foim the habit of using indexes in Hayes, Shepherd and Muir. 

6. In drawing boundaries, accuracy is essential. An error of half an 
inch on the outUne map may mean, a hirndred miles in feality, and when you 
are dealing with populous European countries, a hundred miles is extremely 
important. The boundary-Unes printed on some of the McKinley Outline 
Maps are not to be followed as trustworthy guides, usually they represent 
the state of affairs about the year 1910, rather than in the particular period 
with which the map study deals. By observing the position of a boundary 
line with reference to mountains and rivers, or faiUng these, latitude and 
longitude, you -wall usually avoid mistakes. 

7. To be acceptable, a map must be clear and neat, as well as substantially 
accurate. For coloring, either inks of different colors, water-colors, or 
colored pencils may be used; in using pencils and crayons, however, all 
lettering must be done and all boundary lines drawn before the color is 
applied. This lettering should be done with a fine pointed steel pen. Place- 
names itaUcized in the directions should be printed on the map in neat, plain 
letters. The names of countries should be in small caps, the names of rivers 
in itaUcs, the names of cities and towns in small Roman (e. g. Orleans) and 
their exact location indicated by a dot. When the map is very small or very 
detailed, places may be indicated on the outhne map by means of initials 
or numbers, explained in the Key Sheet. As far as possible the map should 
be self-explanatQry without the key. 

8. No map is complete without a "Key", on which the color-scheme is 
explained. When in the map-study directions the word "Key" occurs in 
parenthesis after any term or question, the term is to be explained or the 
question concisely answered in writing, on the Key Sheet, but nothing is to 
be "keyed" that may readily be put on the map itself. Remember that the 
completed map study should be almost self-explanatory, the names of all 
important places printed when there is sufficient space. 

9. Having completed map and Key Sheet, glance over the map study 
once more, to make sure nothing has been omitted, and to fix the facts firmly 
in mind. 

10. Map and Key Sheet are to be fastened securely together. On both 
should appear in the upper right hand corner the student's name and in- 
structor, the title of the map and the date. Thus: 

I. Medieval Commerce. (Student's Name) 

October 1, 1920. (Instructor's Name) 

11. To obtain a passing gr-ade in the course, the student must promptly 
and satisfactorily complete all map studies assigned. 

12. When returned by the instructor, the map studies should be carefully 
preserved. Some of the maps will be used in later map studies. All should 
be reviewed before examination. Bring an outline map with you to every 
etst, as a map exercise may be a part of every written examination. 



110 Indiana University 

Map Study No. 1 

MEDIEVAL COMMERCE AND THE COMMERCIAL REVOLUTION 

Text: Hayes I. 27-8, 49-69. 

Atlas: Shepherd, 98-9, 102-12; Muir, pages 50-1, plates 46-9, 53, 54, 58- 
60. 

Two McKinley Outline Maps No. 100a. 

A. It is the purpose of this Study to illustrate that mighty expansive 
movement which broadened European history into world history, extending 
the influence of European civilization over all the other continents and 
reacting powerfully to modify the economic life as well as the political ambi- 
tions of the European nations. There is no better way to grasp the sig- 
nificance of the Commercial Revolution than comparing the "known world" 
before the great explorations of the fifteenth century with the world as we 
know it today after consulting Muzzey, 10; Muir, plate 46 and Hayes I. 
27, 50; draw a red line encircling the portion of the earth's surface really 
known to Europeans about the year 1400. 

B. Trade before the Commercial Revolution. The principal economic cause 
of the Commercial Revolution was the desire of the nations of Western 
Europe to share in the trade of the Orient by finding new routes to the land 
of spices, silks and gold. On the map show the chief locahties in which the 
commodities of Eastern trade (Hayes I. 44—45) were produced, denoting 
each commodity by initial. A glance at any good physical map (Shepherd, 
2-3; Muir, plates 59-60) will show how medieval trade between Europe and 
Eastern Asia had to find its way through the few gaps in a great barrier- 
belt of deserts and mountain ranges — the Sahara, the Nubian Desert, the 
barren Tableland of Arabia, the Plateau of Iran, the Hindu- Kush Mountains, 
the Tian-Shan Mountains, and the Altai Mountains. Ever mindful of these 
physical features, observe how skilfully the medieval merchants, travehng 
the "old trade routes", avoided. natural obstacles such as precipitous moun- 
tain-ranges and broad deserts. Trace by means of dotted lines (1) the 
route by which a packet of jewels would probably have been transported 
from India to England, in the fifteenth century, via the "'central route" 
(Hayes, I. 46-7, map p. 49; Shepherd, 102-3, 98-9; Muir, plates 59-60); 
(2) the route of a cargo of spice from the Moluccas to Stockholm, via the 
"southern route" ; (3) the route of a bale of silk from China to Novgorod. The 
interested student may compare the medieval trade routes with twentieth- 
century railway and steamship lines (Shepherd, 179-81). Note, that before 
the Commercial Revolution, advantageously situated Itahan and German 
city-states and certain cities in France and. Netherlands were most important 
centers of trade. Locate four leading Itahan commercial cities; three French ; 
and the cities mentioned by Hayes, (I. 49). An explanation frequently 
advanced for the decline of these older towns after the Commercial Revolu- 
tion (see Hayes, I. 52-3, 62) is that their commerce with the Orient was 
strangled by the Turkish occupation of the old trade-routes. Indicate the 
dates at which the old central and southern trade-routes fell into the hands 
of the Ottoman Turks (Hayes, I. 52-3) and compare with the dates of 



SvLLAnrs OF Modern Etuopean History 117 

Prince Henry the Navigator, Diaz and Columbus. Did the Turkish con- 
quests cause the Commercial Revolution? Do you think that they acceler- 
ated it? 

C. The Explorations. Why should Portugal rather than Spain have 
undertaken, early in the fifteenth century, the task of discovering a new 
trade-route to the East by saiHng south around Africa? From the year 
1519, when an army of Portugese crusaders (among whom the youthful 
Prince Henry the Navigator was numbered) conquered the Mohammedan 
stronghold of Beuta in northern Morocco, expedition after expedition was 
sent out from Portugal to explore the seemingly interminable western coast 
of Africa. To mark the painfully slow progress of Portugese exploration, 
indicate on the second map Madeira (1419), C. Bojador (1441); C. Blanco 
(1434), and C. Verde (1445); at the death (1460) of Prince Henry, Gambia 
(see Shepherd, 174) was the southernmost point yet reached. Trace the 
voyages of Diaz and da Gama which finally crowned Poitugese perseverance 
with success. From Calicut, the goal reached by da Gama in 1498, measure 
the distance to Spice Islands; how many years elapsed before the Portugese 
sent an expedition to the Spice Islands; to China; to Japan? 

Meanwhile, Columbus, under the patronage of Queen Isabella, was 
striking out in exactly the opposite direction, hoping to reach the Indies by 
saihng westward. The reason for his confidence and the falsity of his cal- 
culations will at once become clear if, after consulting Muzzey, 6, the student 
wiU place "Cipango'\ "Cathay", and "India" on the map approximately 
where Columbus expected to find them and then also in their true positions. 
Trace the route of Columbus' first voyage. Indicate, also on the map, the 
subsequent voyages of Columbus and the explorations mentioned by Hayes 
(I. 54), asking yourself in each ease what Avas the aim, and what the achieve- 
ment, of the explorer. 

D. Colonial Empires. In order to avoid unfortunate and unseemly 
conflict, Portugal and Spain agreed to divide the "heathen" portion of the 
globe between them. Show the probable position of the ''papal line of 
demarcation" and. of the new line fixed by the treaty of Tordesillas (Shepherd, 
107-10). Note the territory gained by Portugal in this readjustment: was 
Portugal aware of the existence of this territory? Was the Tordesillas treaty 
scrupulously observed? Outline in yellow the regions embraced by the 
Portugese colonial empire at its height; fill in with brown the Portugese 
territories later acquired by the Dutch; of what commodities did the Dutch 
thus gain a lucrative monopoly? Show also the territories colonized by Spain, 
indicating the regions rich in precious metals; by comparing the maps in 
Shepherd, 107-110 and 176; observe to what extent this Spanish colonial 
Empire remains to the present day Spanish in culture. Take mental note 
of, but do not attempt to show in detail, the various English and French 
attempts to discover northern routes to Asia (Shepheid, 107-10; Muir, plate 
49b.) Indicate the territories which by virtue of exploration, colonization, 
or conquest, France and England might claim at the close of the sixteenth 
century. 



118 Indiana University 

Map Study No. 2 

EUROPE IN THE YEAR 1500 

Text: Hayes, I. 3-23; Johnson, Europe in the Sixteenth Century. 
Atlas: Shepherd; Muir; Hayes, I. 
McKinley Outline Map No. 101a. 

The purpose of this study is to familiarize the student with the physical 
characteristics — "the lay of the land" — of Europe, and also with its political 
divisions. It should be worked over with great care, as satisfactory pro- 
gress cannot be made -with future studies if this has not been thoroughly 
mastered. 

I. Physical: Referiing to Shepherd, 2-3, or Muir, plate I, note the 
physical characteristics of Europe. Observe how the land slopes to the 
north, the whole northern pait of Europe from the Pyrenees to the Ural 
Mountains forming one great plain. Locate the Pyrenees, Alps, Vosges, 
Jura, Apennines, Carpathian, Caucasus, Ural, Balkan Mountains. Note 
how much higher Spain is than her neighbor France, the result being that 
the Pyrenees are difficult to cross, and Spain is left in comparative isolation. 
The Alps, though higher, are cut by numerous passes rendering communica- 
tion between Gei:many and Italy much less difficult. Run your eye over 
Sheph'erd, 91, and take note of these passes. The most important one — 
the Brenner — cannot be found here, but is shown on Shepherd, 63, and best 
in Muir, pp. 24—25 and plate 21. On your key-sheet name three Alpine 
passes which seem to you most important. Locate the more important 
rivers of western Europe. Note in your key the direction in which the 
majority of the rivers of Western Europe flow. What do we mean when we 
speak of Upper and Lower Germany? It has been frequently held that the 
limits of states should follow natural boundaries, such as rivers and mountains. 
Note in your following study of the political divisions of Europe those states 
which possess such natural boundaries and those which do not. 

II. Political. England: Referring now to your text (Hayes, I. 346), 
show the pohtical divisions of the British Isles. Locate the Pale, Scottish 
Highlands and Lowlands. What possessions had England outside the British 
Isles? (Key, consult Shepherd, 74, 84, 118; Muir, plates 31, 36 40a, 42a. 

1. France: Only slowly did France become a unified state. Through- 
out the centuries preceding 1500 there had been a constan-t struggle between 
the king and his turbulent vassals; and although the latter had now been 
brought into at least nominal subjection, to the crown, Ave shall hear much 
about their quarrels throughout the two succeeding eentuiies. For the dukes 
and counts still retained much political power which they attempted to 
maintain against the constant encroachment of the central authority. It 
will be well, then, to notice some of the more important terj-itorial divisions 
of France. After reading your text (Hayes, I. 6-7), refer to the map (Shep- 
herd, pp. 81, 85; Muir, plates 15a and b) and outline the territory won from 
England; show in solid color the lands securted by the Angevin inheritance; 
those obtained by the marriage with Anne of Brittany. By far the most 
powerful vassal of Louis XI had been the duke of Burgundy, Charles the 
Bold. Indicate the lands which Louis secured at his death. Note the lands 
r*uled by Charles the Bold which went to the Hapsburgs. The question of 



Syllabus ob^ Modern Euuopean History 119 

the inheritance of these lands will lead to endless friction between the kings 
of France and the Hapsburg rulers. What other lands were held by the 
powerful vassal houses — Orleans, Bourbon, Navarre and its alhed houses of 
Albret and Foix — in the year 1500? (See especially, Muir, plate 15b.)- 

2. Iberian Peninsula: From your text, (Hayes, I. 7-^9) and from the 
atlas (Shepherd, 83; Muir, plate 18) indicate the divisions of the Iberian 
Peninsula. When was Spain finally united? Were the Pyrenees the exact 
boundary between Spain and France in the year 1500? Note the position 
of Navarre and Roussillon. The former was divided in 1512, the part south 
of the Pyrenees going to Aragon, the part north subsequently to France. 
(Johnson, 73-74). Roussillon belonged firet to one, then the other; lost in 
1462 by Aragon, it was regained in 1493 and was to remain a part of Spain 
until 1659. What European possession outside the Iberian Peninsula had 
the Spanish kingdoms in the year 1500? Show these lands on your map. 
(Shepherd, 118-119; Muir, plate 8.). 

3. The Gernianies: (Read Hayes, I. 10-4; consult Atlas — Shepherd, 
86-7; 114^5; Muir, plates 8, 25a). What is today Germany and Austria 
was in 1500 a conglomerate of hundred of states — kingdoms, duchies, prinei- 
paUties, counties, free imperial cities, and ecclesiastical territories — each one 
very jealous of its freedom. Draw a line indicating the boundary of the 
Empire. Among the great houses within the Empire were the Wittelsbachs 
of Bavaria, and the Upper and Lower Palatinate; the Wettins of Saxony; 
Hohenzollerns of Brandenburg. But by far the most powerful House was 
the Hapsburg family. By marriage and by conquest the territories of this 
House had grown from small beginnings in the thirteenth century to the 
most important in Europe in the early sixteenth. Their early home had 
been at the headwaters of the Rhine, and they secured a^ claim to the Swiss 
Cantons (a claim which was by this time, however, practically ineffective). 
In 1273 the head of the family was elected ruler of the Empire as King of 
the Romans — a title which by 1500 had become weU-nigh hereditary in the 
family. It was with this Rudolph that the fortunes of the family began. 
Within a few generations they had secured Austria, Styria, Carinthia, Carniola, 
Tyrol, and small portions of territory in the Breisgau and in Alsace. Just 
at the end of the fifteenth century their territories were greatly increased by 
the marriage of Maximilian I to Mary, daughter of Charles the Bold of 
Burgundy. What lands did they acquire as a result of this marriage? 
(Key). Show these on your map," together with all territories itaUcized. 
(Shepherd, 86; Muir, plate .15b). Their power and territories will be much 
further augmented during the next few years through two other fortunate 
marriages. In addition to these lands of the great famihes in the Empire, 
there are other important states. Three of the seven Electors — the proudest 
princes in the Empire — are great ecclesiastical dignitaries who administer 
broad lands of the Church. These are the Archbishoprics of Main (May- 
enee). Trier (Treves), and Koln (Cologne). Other important ecclesiastical 
territories which we shall hear of later, chiefly in connection with the rehgious 
situation in the sixteenth century, are the Archbishoprics of Madgeburg, 
Bremen and Salburg; and the Bishopric of Munster. Further, there are 
a host of city-states, among the most important of which are Nuremberg, 
Augsburg, Hamburg, Bremen, Lubeck. 



120 Indiana University 

4. Italian Peninsula: Italy is in 1500 a mere "geographical expression". 
In the north are powerful city-states: Venice, one of the strongest states 
in Europe at this time, securing immense wealth from its commerce and 
controlling Dahnatia, Brete, and some of the Ionian and Aegean Islands; 
Genoa, the commercial rival of Venice, holding sovereignty over Corsica; 
Milan, in 1500 under the sovereignty of the French king; Florence, the center 
of a noteworthy literary and artistic life; Savoy, in the northwest, a weak but 
growing state. Running diagonally across the peninsula are the Papal 
States; while in the south is the so-called Kingdom of the Two Sicihes, com- 
posed of Naples and Sicily, the former affording a bone of contention between 
France and Spain. (Hayes, I. 14-9; Shepherd, 90, 118-9; Muir, plates 8, 
16 and 17). 

5. Northern and Eastern Europe: In the north and east of Europe 
the situation, insofar as we need to inquire, is, in the year 1500, more simple. 
Read Hayes, I. 20-23, and then prepare the map-work. Locate the staces 
of the Union of Calmar. Note that Schleswig and Holstein are at this time 
a part of Denmark — Holstein being within the Empire — and that Finland 
is still a part of Sweden. (Shepherd, 112-9; Muir, plate 8; Hayes, I. 3 map.) 
On the south and east of the Baltic are the lands (Prussia, Kurland, Livonia, 
Esthonia) of the Teutonic Knights, a clerical order whose Grand Master, 
Albert of HohenzoUern, will in 1525 secularize his domains and take the title 
of Duke of Prussia. This unimportant duchy will within a century be joined 
to Brandenburg and will one day give a name to the kingdom of the Hohen- 
zollerns. The overlord of these Teutonic Knights is the King of Poland, 
who, since his marriage with the heiress to the grand-duchy of Lithuania in 
1386 rules, over the united territories of Poland and Lithuania. This forms 
one of the largest states of Europe. Has it any natural boundaries? (Shep- 
herd, 118-9; Muir, plate 8). To the east of this kingdom is the still unim- 
portant and oriental state of Russia. Show its extent under Ivan III. 
(Hayes, I. 22), Note the ease with which this state may expand in nearly 
every direction owing to the lack of any natural barriers. (Hayes, I. 3 
map; Shepherd, 2-3; Muir, plate I.). To the east and north of the Haps- 
burg territories are the lands under the crown of St. Stephen — Hungary and 
its dependencies: Bohemia, Moravia and Silesia. (Hayes, I. 23.) Note 
how Bohenia forms a cup within the protecting barrierg of the Erzgebirge 
and the Bohmer Wald, and how the fertile plain of Hungary, although pro- 
tected to the north and east by the Carpathian Mountains, lies open to 
attack from the south and west. Ha\dng for. centuries maintained a pre- 
precarious existence, it will fall a prey in the sixteenth century to the rival 
ambitions of the Hapsburgs and the Turks. 

From the south the Ottoman Turks are advancing. Having secured a 
foothold in Europe in the fourteenth eentuiy, they succeeded in capturing 
Constantinople in 1453 and have now extended their sway over the whole 
of the Balkan peninsula, including Wallachia north of the Danube and the 
distant Crimea. Under the greatest of the Ottoman rulers, Suleiman the 
Magnificent (1520-1566), the Turkish dominions will be pushed northward 
to include nearly all of the Hungarian plain, including Transylvania, together 
with Moldavia, Bessarabia and Jedisan. Note (physical map, Shepherd, 2-3; 
Muir, plate 1) how easily the Turks, controlhng the highlands, of the Balkans 
can sweep down upon the Hungarian plain and threaten even Vienna. (In 
addition to maps cited above, examine Shepherd, 124; Muir, plate 25b. 



Syllaul's ob^ Modern European History 121 



Map Study No. 3 

THE GROWTH OF FRANCE, 1500-1789 

Text: Hayes, I. 209-18, 235-56; Adams, Growth of the French Nation. 
Atlas: Shepherd, 126; Muir, plates 1, 15; Hayes, I. 249, map. 
Mc Kinley Outline Map No. 124a. 

N. B. Select your colors so that the earHer acquisitions will appear in 
darker, and the later acquisitions in Ughter tints. Do the map chronolog- 
ically and imagine yourself in the place of the successive monarchs, gradually 
creating a weU-rDunded out state. 

By the year 1500 the French kings had succeeded fairly well in consoU- 
dating their realm. Just at the end of the fifteenth century began that 
-struggle with the Hapsburgs Which was to last for many generations. During 
the first century the Valois kings of France were forced to fight hard to main- 
tain their position and territories intact. The duchy of Milan which the 
French held in 1500 changed hands several times, only to be lost finally 
by the middle of the sixteenth century. One gain the Valois dynasty did 
make: Calais, in 1559 was won at the expense of England. 

With the accession of the Bourbon family in the person of Henry of 
Navarre, France, urged on by the need of defensible frontiers and tempted 
by the weak condition of her neighbors, started on a career of aggression 
which was to raise her to the position of the first state in Europe, and inci- 
dentally to induce her to neglect opportunities for colonial and commercial 
aggrandizement. 

In embarking upon the policy of 'natui-al hmits', Henry IV succeeded 
in forcing Savoy in 1601 to cede Bresse, Bugey and Gex, in exchange for the 
marquisate of Saluzzo (indicate on the map but do not color Saluzzo), thus 
securing the right bank of the Rhone as far as Lake Geneva and obtaining 
an important strategic frontier. In 1607 he declared the hereditary lands 
over wliich he ruled as king of Navarre to be united with France. These 
included Navarre and Beam, the counties of Foix, Arrnagnac and Bicorre and 
the duchy of Alhret (Navarre and Beam were not finaUy incorporated until 
1620). (See Shepherd, 126). 

The extension of French frontiers eastward was notably advanced by 
the entrance of France into the Thirty Years' War, and continued throughout 
the century. By the Peace of the Pyrenees, which came as a sort of tardy 
supplement to the Peace of WestphaUa, the southern border of France was 
carried to the crest of the Pyrenees. After reading your text (Hayes, I. 229- 
230, 242-54) and consulting Shepherd, 126, Muir, plate 15c, 15d, and Hayes, 
1. 249 map, show on the outline map the French gains made at the various 
settlements from the peace of Westphalia to the peace of Ryswick (1697), 
indicating in your key the treaties and the various parties involved in each 
exchange of territory. (For this work Shepherd gives by far the most detail). 
Note that it is the Spanish Hapsburgs who are the chief losers, though the 
Austrian House suffers too, especially through Louis XIV's pohcy of 'reunions' 
What portion of the Burgundian inheritance was now (1697) in the 
hands of the French monarchs? Observe the close connection of this 



122 Indiana University 

study with the present-day question of Alsace-Lorraine. How did France 
secure Lorraine? Run your pencil over the various towns captured by Louis 
XIV and see how many names you recognize in connection with the cam- 
paigns of 1914^1916 — Dunkirk, Ypres, Lille, Maubeuge, Longwy and Verdu7t, 
are only a few of them Locate also La Rochelle, Nantes, Avignon, Rochefort, 
Marseilles. 

Note, too, England's interest in the maintenance of the integrity of the 
'Netherlands against France. Compare her policy then with her sohcitude 
for Belgium in 1914. 

In his last great war Louis XIV was sufficiently occupied in maintaining 
the frontiers which he had already acquired; the game was for bigger stakes 
than the possession of a few square miles of territory on the eastern frontier 
of France. One must await until later for a clear demonstration of the world- 
wide significance of the War of the Spanish Succession. As for its Euro- 
pean significance — it meant that the fortunes of the two Bourbon powers, 
France and Spain, were to be closely linked for a century to come; and.it 
gave France a new and more powerful neighbor on the northeast by trans- 
ferring the Spanish Netherlands to Austria. 

France has emerged from the two centuries of struggle with augmented 
territories and increased prestige. But she has fallen short of the complete 
realization of her desire for 'natural boundaries', and the struggle with the 
Hapsburgs is still to be decided. 

Map Study No. 4 

GAINS AND LOSSES OF THE HAPSBURGS 

Text: Hayes, I. 13, 74-106; Wakeman, Ascendency of France, 342-62 

Muir, 9-10, 29-30. 
Atlas: Shepherd, 86-7, 114-5, 118-9, 125, 131-9; Muir, plates 8, 25a, 26; 

Hayes, I. 3 map. 
McKinley Outline Map No. Ilia. 

■ As indicated in Map Study Number Two, the Hapsburgs family had 
already become the predominant power in the "Germanics", even before 
the year 1500. In order to understand how this German family was able 
during the sixteenth century to play the leading role in international as 
well as in German poHtics, it will be necessary to fix in mind the position 
and extent of Hapsburg possessions. 

Show on the map the land to which Charles of Hapsburg succeeded on 
the death of his father Phihp, and of his grandfathers Maximilian of Austria 
and Ferdinand of Aragon. Make sure that you have clearly in mind how 
these lands came to the House of Hapsburgs (consult Shepherd 86-87, which 
shows the Burgundian inheritance; Shepherd, 114-5, shows the Burgun- 
dian lands in the hands of the Hapsburgs; Shepherd, 118-119, shows the 
Spanish inheritance; compare also Muir, plates 8, 25a, and pp. 4—10). Note 
the hold which the Hapsburgs have upon Milan (Shepherd, 114^115). 
Show, then, the lands which came to them through the marriage of Ferdi- 
nand with Anne of Hungary. Over how much of Hungary did they make 
their claims effective? Shepherd, 114r-5; Muir, 25a). Note the scattered 
character of their territories. It makes graphic the nature of one of the prob- 



Syllacus op Modern European History 123 

lems with which Charles was forced to deal, especially when one remembers 
that each remote possession differed frpm the others in race, language, law 
and custom. Name on your keysheet the various languages spoken by 
his subjects. But one must consider, on the other hand, that the problem 
confronting Charles V was not quite so complicated as it might seem, inas- 
much as the spirit of nationahsm, so menacing a foe to the House of Hapsburg 
in the nineteenth century, was not yet a seTious factor. Note also how the 
Hapsburg lands inclose the French kingdom; this fact will give point to 
later international enmities. After reading Hayes I. 187, show by shading 
or cross-hatching how Charles divided his territories in 1556 (Shepherd, 118- 
9; Muir, plate 8). ShoAV European lands added to the Hapsburg realms by 
Philip II (Hayes, I. 91). This marks the apogee of Spanish Hapsburg power. 
What lands were practieaUy lost during his reign? Remember that his 
gains and losses involved not only European lands but also important colonial 
possessions. 

We noticed in the study of the Thirty Years' War and the Peace of West- 
phalia that the Holy Roman Emperor lost greatly in power and prestige. 
That does not imply, however, that the domains of the Hapsburgs were 
materially curtailed. The head of the Hapsburg family — the Emperor — ■ 
losing much as supreme arbiter in the Germanics, became more frankly the 
ruler of his hereditary domains and was able considerably to increase these 
territories during the seventeenth and eighteenth centuries. 

Make sure that you have clearly in mind the extent of the Hapsburgs 
lands in Europe and their colonial domains. These territories, you will 
remember, were divided in 1556 into the lands of the Spanish and Austrian 
Hapsburgs. It is the fortunes of the latter House with which we are chiefly 
concerned, but for the sake of completeness and clarity we will follow for a 
moment the fortunes of the former. 

The story of the Spanish Hapsburgs, from the period of the revolt of 
the Netherlands, is one of continual loss. In 1640 Portugal threw off Spanish 
control. Indicate either on the map or in your key, the successive losses 
sustained at the hands of the French throughout the latter half of the seven- 
teenth century. By the treaty of Utrecht, it will be remembered, the Haps- 
burgs finally lost Spain and its dependencies. 

The story of the Austrian line is, however, quite different, though they 
too sustained losses during the seventeenth century. Indicate now the 
territory in the hands of the Austrian Hapsburgs at the beginning of the 
seventeenth century. Then show in another color those lands lost by them 
during the century. But just at the end of the century great gains were 
made in the east by the acquisition of lands for the possession of which the 
Hapsburgs had been contending with the Turks for nearly two centuries. 
Indicate these lands and state in your key when and by what treaty 
they were secured (Shepherd, 125 inset; Muir, plate 25a). Show now the 
lands secured as a result of the wars and treaties of the first half of the 
eighteenth century, indicating in solid color the territories which they 
acquired permanently and in outline those which they later gave up, and 
indicating likewise in your key the treaties and parties involved together 
with the dates of acquisition and loss. (Shepherd, 133A and B, 131, 135; 
Muir, plate 25a). Note how 'natural boundaries' are transgressed by the 



124 Indiana University 

crossing of the Carpathians into Wallachia and the Danube into Servia. But 
the hold of the Hapsburgs on these territories is short as you observe. Note 
too just what portion of the Spanish inheritance claimed by the Hapsburgs 
they fl nally secured . (The terms of the Peace of Utrecht are well summarized 
in Wakeman, pp. 364—5. The story of the exchanges of territory in the 
ItaUan peninsula is briefly traced in Robinson and Beard, Vol. I. 44—6). 

Indicate next the losses sustained by the Hapsburgs just at the middle 
of the eighteenth century through the struggle with their rival, the King 
of Prussia. And show finally the rich gains made at the expense of Poland 
and the Turks during the last three decades of the century. (Shepherd, 135, 
138-9, 164; Muir, plate 25a.). 

This ends our survey of the Hapsburg lands up to the period of the great 
changes which will come as a result of the French Revolution and Napoleonic 
Era. Note how the territory and the interests of the Hapsburgs have been 
pushing eastward and southward. The only considerable possessions which 
stiil hold in Western Europe are the Belgian. Netherlands, and their claims 
on that ten-itory are by 1795 only nominal. It is upon Poland, Italy and 
Turkey that the Hapsburgs have fattened. But during the troublous 
Napoleonic era, at least a part of the land wrested from Poland will be torn 
from the hand of the Hapsburg monarch we shall see a rejuvenated Italian 
nation in course of the nineteenth century, driving the Hapsburg 'white- 
coats' out of the Itahan peninsula; only in the southeast, at the expense the 
Turk, will further gains be made. (See Muir, pp. 30-1, plate 26). 

Go over your study very carefully to see that such places as Lausitz 
(Lusatia), Sundgau and Breisgau have been studied and properly located 
in the study. Finally locate Agram, Belgrade, Prague, Trieste, Biida-Pesth 
and Cracow. For what is each historically noted? 

Map Study No. 5 

THE GROWTH OF BRANDENBURG-PRUSSIA, 1415-1795. 

Text: Hayes, I. 342-2; Muir, 29. 

Atlas: Shepherd, 85, 87, 115, 121-3, 125, 133, 135; Muir, plate 24a; 

Hayes, I. 351 map, 387 map. 

McKinley Outline Map No. 114a. 

Very significant for the history of modern Europe is the growth of Bran- 
denburg-Prussia, under the rule of the House of HohenzoUern. A small, 
weak, unproductive state when the HohenzoUern prince, Frederick, secured 
it in 1415 at the hands of Emperor Sigismund, it grew in territory, in wealth, 
in power, and in prestige, until it became, by the end of the eighteenth cen- 
tury, a state of the first rank in Europe, and in the nineteenth century it has 
been the state around which has been knit together modern Germany. The 
story of its growth is more simple than that of Hapsburg Austria, since it is 
one of steady acquisition; the HohenzoUerns have rarely relinquished ter- 
ritory once secured. 

Read your text (Hayes, I. 347-52) and then show the growth of the 
HohenzoUern lands from 1415 to the accession of Frederick II (1740). Indi- 
disate first, in. solid color, the Mark of Brandenburg in the year 1415 (Shep- 
he d, 85, or Muir, plate 24a). Then show the territories acquired from 



Svi.r.AP.is OF Modern European History 125 

1415 to 1008 — Neumark, Koltbus, Ruppin, etc., but do not attempt to state 
in. your key the manner of acquisition (Shepherd, 87, 115; plate 24a). Indi- 
cate, next, the additions made from 1608 to the accession of the Great Elector 
(1640) (Shepherd, 123; Muir, as above). Observe how scattered the Hohen- 
zoUern tei-ritories were. To get to his Rhenish or Prussian possessions the 
Elector of Brandenburg must cross neighboring and sometimes hostile lands. 
The attempt to unite these territories by securing the intervening lands 
became one great aim of the rulers of Brandenburg-Prussia. Trace now the 
additions made to the territory of Brandenburg by the various rulers from 
the Great Elector to the accession of Frederick II, showing in your key 
when, from whom, and how each new acquisition was made. Consult 
for this purpose Shepherd, 121-3, 125, 133; Muir, plate 24a. The strip of 
territory on the east bank of the Oder was not secured until the treaty of 
St. Germain-en- Laye (1679), the counterpart of the Treaty of Nijmwegen. 
The Great Elector drove the Swedes out of Hither Pomerania and claimed the 
whole territory for Bi^andenbui'g, but he was forced by the threats of Louis 
XIV and the acquiescenoe of the Emperor to content himself with this small 
strip. "From our bones will arise an avenger," he is reported to have said. 

The avenger arose, in the person of Frederick II (the Great). After 
reading your text (Hayes, I, 354-62) show what he did during the early 
years of his reign to 'avenge his great-grandsire.' What further extensions 
of territory were made during his reign? (Shepherd, 135; Muir, plate 24 
Hayes, I. 351 map.) Show also what Prussia secured by the second and 
third partitions of Poland. (Shepherd, 138-139; Muir, plate 24a; Hayes, I. 
387 map.) 

Note that the territories of Prussia are noAv joined on the east, but that 
the Rhenish provinces are still detached, though several important con- 
necting hnks have been forged. Observe also that Prussia has acquired a 
considerable Slavic population through the partitions of Poland. A part 
of this Slavic population will be lost to Prussia during the succeeding genera- 
tion. The consolidation of her provinces on the west will have to wait for 
nearly a century. 

Locate Berlin, Stettin, Dantzig, Breslau, Minden, (town) Koenigsberg, 
Warsaxr, Madgehurg (city), Dettingen, Rossbach, Leuthen. 

Map Study No. 6 

THE FRENCH REVOLUTION AND NAPOLEON 

Text: Hayes, I. 449-519; Mathews. 

Atlas: Hayes, I. map facing page 479; Shepherd, 134^5, 153, 146-9; Robert- 
son, plates 7,9; both Shepherd and Robertson indispensable. 
McKinley Outline Map No. 124o and Ilia. 

A. The Old Regime. Draw the boundaries of France as they existed 
prior to the French Revolution, bearing in mind the more recent acquisitions. 
Read Shepherd, 134-5, 146, or Robertson, plate 7, and take mental note of 
all points of difference between the frontier of 1789 and that of 1914 (compare 
Robertson plate 7 with plate 9). Observe to what extent the desire of the 
Bourbons for "Natural limits" had been fulfilled, and indicate by stars the 
line of fortresses barring the natural avenues of invasion (Shepherd. 134-5). 



126 . Indiana University 

Not in its defenses against external attack, but in its internal lack of cohesion, 
lay the greatest weakness of France. Not only were there small patches of 
foreign-owned territory within Frstnce (notably Avignon' and Mulhausen). 
"In Lorraine and in Alsace there existed a network of imperial feudal rights 
and jurisdictions, connected with the organization of 'Germany' under the 
Emperor of the Holy Roman Empire". Furthermore the provinces called 
''pays d 'etai" (see Hayes, I. 451 footnote) possessed provincial assemblies, 
whereas the "pays d'eledion" had none. Observe the overlapping and eon- 
fusing division of France into thirty-eight governments under governors 
(upper map. Shepherd, 147) and into thirteen judicial areas, each with its 
parlement (lower map. Shepherd, 147). (How the French Revolution 
brought order out of this muddle will appear from Hayes, I. 482-3, and the 
lower map. Shepherd, 148). The lower map, Shepherd 146, testifies to 
the amazingly confused fiscal system, or lack of system, and the inequitable 
apportionment of taxes: run your pencil over Limousin, Marche, Berry, 
Orleanais, Maine, and Brittany, noting the vagaries of the gabelle (salt tax). 
The upper map (Shepherd, 148) completes the ease by showing how the 
ecclesiastical divisions of France corresponded to neither the administrative, 
the judicial, nor the fiscal divisions. Small marvel, then, that the philoso- 
phical reformers of the eighteenth century, seeking to reduce all human 
institutions as well as all phenomena of nature to the rule of reason, should 
have condemned the old regime. 

B. The Revolution. Indicating the italicized places on the map, as 
you go, review mentally the progress of the French Revolution: — the 
assembling of the Estates-General at Versailles (Shepherd, 149, 146); the 
humiliating removal of the royal family to Pans in October^ 1789, shortly 
followed by the Assembly (how far was it from Versailles to Paris?); the 
attack upon the Church and the annexation of Avignon; the assembling of 
the emigres at Coblenz; the flight of the king to Varennes in 1791 (compare 
the distance from Paris to Varennes Avith that from New York to Albany; 
how many miles more would have placed Louis in safety?) ; the Austro-Prus- 
sian invasion of France at Longwy in 1792; the fall of Verdun; the check at 
Valmy; the proclamation of the RepubUc and the ephemeral French successes 
at Spires, Mayence (Mainz), Frankfort on Main, Nice, Savoy, Jemappes; 
the irritation of Great Britain by the opening of the Scheldt and of Austria 
by the annexation of Austrian Netherlands (1792); the series of disasters 
in 1793 — the defeat ot Neerwinden, the evacuation of Brussels, the defection 
of Dumouriez, the loss of Mayence (Mainz), Conde and Valenciennes, the 
British capture of Toulon, the anti-Jacobin rising in Vendee, Gironde, Lyons, 
Marseilles; the turn of fortune at the close of the year 1743 with the victories 
of Hondschoote and Wattignies; the recapture of Toulon; the suppression of 
the insurrections in France; the reconquest of Belgium in 1794; the final 
triumph at Fleurus; the occupation of the German territories west of the 
Rhine; the defeat of the English and royalist forces at Quiberon (1795); and 
the establishment of the Directory. 

C. The Napoleonic Period. On map Ilia locate Areola, Rivoli, Marengo, 
Boulogne, Trafalgar, Ubn, Austerliiz, Salamanca, Vitoria, Asspern-Essling, 
Wagram, Eckmuhl, Eylan, Jena, Borodino, Bautzen, Dresden, Leipzic, La 
Roihiere, Ligny, Friedland, Corunna, Confederation of the Rhine, Grand duchy 
of Warsaw, Kingdom of Westphalia, Batavia, Helvetian, Parthenopean repub- 



Syllabus of Modern European History 127 

lies. All these places should be properly associated with the work of Na- 
poleon as the student prepares this study. These historical relations are 
not to be stated in the key. 

Map Study No. 7 

EUROPE AFTER THE CONGRESS OF VIENNA 

Text: Schapiro, 17-24. 

Atlas: Schapiro, Frontispiece; Robertson, plates 13, 14, 15, 17, 20-21, 23, 

28, 31; Shepherd, 135, 142-3, 158-9, 161, 164; Muir, page 15, plates 12, 

23d, 24b, 25a; Hayes, II. 1 map. 
McKinley Outline Map No. 112a. 

A. Treaty Changes: Note how the Work of Napoleon was undone by 
the treaty adjustments of 1814-1815. Draw the boundaries, as they existed 
in 1813, of the leading Continental allies leagued against Napoleon in the 
struggle of 1813-1814. After reading your text and Hayes II. 6-9, show 
the territories secured by each of these states through the Congress of Vienna 
(remembering that in the course of the Napoleonic wars Russia had aheady 
gained Finland and Bessarabia). In some cases states lost territories for 
which they received 'compensation' elsewhere. Point out in your key the 
most notable of such cases. Note what became of Napoleon's vassal states, 
especially the settlement in regard to Poland. 

B. Nationality: Make clear on your map and explain in your key the 
violation of the principle of nationality in the case of Norway, the Belgian 
Netherlands, Italy, Poland. Hayes, II. 9-10. (Norway cannot be shown). 

C. German Confederation. Draw the boundaries of the new German 
Confederation. Show the territories held by the kings of Denmark and the 
Netherlands within the Confederation. Indicate also the land, held by 
Prussia and Austria without the Confederation. Note the consideration and 
strengthening of the south German states; the disappearance of many 
enclaves; the strengthening of the frontier against France, notable by large 
acquisitions of Rhenish territory by Prussia; the reappearance of Hanover; 
and the weakening of Saxony. Show also the four Imperial towns which 
stiU remained. (Consult for this purpose Shepherd, 138, 142-3, 157, 189; 
Robertson, plates 11 and 13; Muir, page 15, plates 12, 23b, 24b, 25a; Hayes, 
II. 1 map). 

Map Study No. 8 
THE INDUSTRIAL REVOLUTION 

Text: Schapiro, 25-44; Hayes, II. 67-99. In addition, the student may 
consult Cheney, Inchistrial, ch. viii; Gibbins, ehs. xx-xxvi; H. de B. Gib- 
bins, Industrial and Economic Progress of the Century. 

Atlas: Schapiro, 35; Hayes, II. 277 map, 215 map; Shepherd, 162-3; Muir, 
plates 30,44, page 47; Gibbins, 350, 450. 

McKinley Outline Maps No. 121a and 121&. 

The purpose of this Map Study is to make graphic certain aspects of 

the Industrial Revolution which otherwise would not be obvious, and at 

the same time to acquaint the student with some of the more famous English 

industrial cities. 



128 Indiana University 

A. In England. From Muir, plate 44 (best), Shepherd, 162, or the 
1915 Statesman's Year-Book, 70, indicate in black oblique hnes the chief coal- 
fields of England and Wales at the present time (using Outline Map No. 121b). 
In red oblique lines show the manufacturing districts at present (Shepherd, 
162, or Gibbins, 455), noting, as you shade each locaUty, the Mnd of manu- 
facture. Then, taking pains not to obscure the red and black lines, tint 
green or yellow the districts most densely populated at the present time 
(Shepherd, 162). Observe to what extent the area of dense population 
coincides with that of manufactures and mines. You have now represented 
conditions after the Industrial Revolution. The contrast with previous 
conditions is striking; on your key-sheet enumerate the most densely popu- 
lated countries just before the Industrial Revolution (Shepherd, 162, note- 
that the purple is a combination of pink and blue); draw a red line through 
the names of those which no longer rank in the forefront; on the other hand, 
enumerate four counties which are now among the most densely populated, 
but were not in 1750. To explain this spectacular shift of population, ob- 
serve how many of the dechning countries were handicapped by lack of 
coal-fields or other industrial advantages, and how many of the rising counties 
possessesed swift streams, which furnished the power for mills, or coal 
and iron fields, which supplied the materials for later factories. Broadly 
speaking, which parts of England are at present agricultural, and which 
industrial? 

B. To make graphic the effect of the Industrial Revolution on British 
pohtics, locate the following towns (using the second Outline Map, No. 121a), 
which were enfranchised in 1832. In each case, either on your map or in 
your key, indicate the branch of industry for which the region appears to 
be famous (Shepherd 162; Muir, plate. 44; or Endydopedia Britannica): 
Leeds, Sheffield (where Sir Henry Bessemer, 1813-1898, proved the practical 
value of his method for the manufacture of steel), Manchester (scene of 
Peterloo massacre, center of reform agitatiop up to 1832, then of the Cobden 
Bright Free trade movement), Liverpool (birthplace of William Ewart Glad- 
stone), Birmingham (where Watt and*Boulton manufactured steam-engines; 
scene of Chartist riots in 1839), Blackburn (Hargreaves lived in the vicinity 
of Blackburn), BiM-y (home of John Kay, inventor of the fly-shuttle). Roach- 
dale (John Bright was the son of a cotton- mill owner), Merthyr Tydfil (four 
great iron-works established between 1759 and 1782) Sunderland (famous 
for its coal exports as early as the reign of Henry VII), and Newcastle on Tyne. 
On Shepherd, 163 note particularly how the towns enfranchised in 1832 
cluster in Lancashire, in the West Riding, around Birmingham, and around 
the metropolis. 

Supplements to Map Study No. 8 

A. The British Cotton Industry. The cotton industry was one of 
the first trades affected by the Industrial Revolution and may well be taken 
as an index. On a sheet of cross-section paper plot the growth of Great 
Britain's cotton industry, using the short way of the paper (each small space 
denoting 2}4 years) for the years, and the long way for the raw cotton imports 



Syllabus of Modern European History 129 

(1 small space representing 30 millions of pounds). The following table 
from Mulhall's Dictionary of Statistics (p. 158) will give you the necessary- 
data: 

BRITISH IMPORTS OF RAW COTTON 

Million Milhon Million 

Year pounds Year pounds Year pounds 

1720 2 1820 119 1860 1,140 

1785 11 1830 245 1870 1,101 

1800 52 1840 452 1880 1 ,404 

1814 95 1850.. 588 

At the proper places, chronologically, indicate on your graph-sheet the 
principal inventions which might have affected the cotton industry. . Does 
the graph show a sudden rise after each invention? On the same sheet 
it may be worth while to show the increase of power-looms in the British 
cotton trade, using the following table: 

Year Loom Year Looms 

1813 2,400 1833 '. ...100,000 

1820 14,000 1870 440,000 

1829 55,500 

If you are interested, bring your graph up to date by ascertaining the 
most recent figures. 

Map Study No. 9 

FOUNDATION OF THE GERMAN EMPIRE, 1815-1871 
Text: Schapiro, 169-94; Hayes, II. 180-202. 
Atlas: Schapiro, 118, 278; Shepherd, 157, 158-9, 160, 167; Muir, plates 

23d, 24b, 12-23; Robertson, plates 13-4; Hayes, II. 181 map, 211 map. 
McKinley Outline Map No. 125a. 

Draw, on outUne map number 125a, the boundaries of Prussia as fixed 
by Congress of Vienna (Shepherd, 158-159; Muir, plate 24b may be con- 
sulted). 

ShoAV, by a blue hne, the boundaries of the ZoUverein as it existed in 
1834. Add now the states which subsequently entered the union, indicating 
by dates when each joined (Shepherd, 160; Muir, plate 5 Id). What in- 
fluence would this economic union tend to exert toward political union? 
Observe that Austria, which has consistently opposed a strong unified state, 
is not included in this economic union. 

Now follow carefully the pages of your text and Hayes, II. 180-202. 
Then indicate by oblique lines the various acquisitions to Prussian territory 
as a result of the wars with Denmark and Austria (1864-1866), enumerating 
in your key the states thus annexed. Note that the Prussian state is now 
thoroughly consohdated— east and west are finally joined — and that it 
has also gained control of an attractive stretch of sea-coast with strategic 
harbors. Locate Kiel. 

Follow now the events subsequent to the Austro-Prussian war. Draw 
the boundaries of the North German Confederation (1867-1871) and color 
the non-Prussian states of the Confederation so as to distinguish them from 



130 Indiana University 

Prussian territory. What German states still remained without this new 
Confederation? Indicate the results for the Empire of the Franco-German 
war (1870-1871), point out clearly the portions of Alsace and Lorraine 
ceded by France. (The ceded territory included several strong fortresses — 
indicate them — and valuable iron mines). What relation did this territory 
bear to the Empire now formed? (Key) . Of how many states i s the German 
Empire now composed? (Key) Indicate the three remaining imperial 
cities. 

The German Empire, welded together by 'iron and blood , was undoubted- 
ly powerful; it was firmly united; it was prosperous; but it was not conter- 
minous with the German nation. Millions of Germans still remained out- 
side the German national state. (Where? Hayes, II. 427, 435. Key). 
Moreover, the annexations of 1866-1871, had created new problems. To 
the Polish problem in Posen had been added a Danish problem in Schleswig 
and a French problem in Alsace-Lorraine. The 'national unification' of 
Germany had thus brought it the violation of the principle of nationalism. 

The Austrian Hapsburgs, forcibly expelled from Germany as well as 
from Italy, will come more and more to seek territorial compensation and 
economic advantage toward the southeast, following the course of least 
resistance. 

Map Study No. 10 
PAN-SLAVISM, AUSTRIA-HUNGARY AND THE BALKANS 
Text: Schapiro, 621-49; Hayes, II. 426-35, 468-9, 5-36. 
Atlas: Schapiro, 428, 64b; Hayes, II. 331 map, 427 map; Robertson, 
plates 21, 29, 3, 18; Shepherd, 165, 168; Hazen, Europe Since 1815, 25, 
625. 
McKinley Outline Map No. 111b. 

One of the fundamental causes of the war of 1914 was the deep seated 
antagonism with which the Teutonic Powers regarded the growth of Pan- 
Slavism (Hayes, II. 711). A striking picture of what the triumph of Pan- 
Slavism would mean may be obtained if you will first blacken the present 
day (1914) boundary-lines on the outline map; then color Russia solid green 
(leaving room for the Poles); Bulgaria solid purple; Greece black; Albania, 
yellow; Rumania, solid red; Servia and Montenegro, solid blue. Then cross- 
hatch the Czechs and Slovaks in green; show 'Poland' by horizontal green 
lines; and the Ruthenian part of Gahcia, by vertical green lines. The 
Serbs, moreover, would tear Bosnia^ Herzegovina, Dalmatia,Croatia~Slavonia, 
and Fiume away from the Dual Monarchy (shade these regions with blue 
lines). Finally, the Slovenes would be emancipated. Now observe how 
large a part of Austria-Hungary and Gennany would have been demanded 
to justify the ambitions of the Slavic nationalities. If all Slavs were welded 
together in a unified state, or affiliated in a gigantic federation. East Prussia 
would be but a German island in a sea of Slavs; Vienna would be a Teutonic 
outpost flanked by Czechs and Slovenes. The proud race of Magyars (color 
alight yellow), so long accustomed to dominate their Slavic neighbors, would 
be reduced to the hmnble and precarious position of a weak and isolated 
nationality, without strong natui'al frontiers against either Serbo-Croats, 
Slovenes or Slovaks. Locate the capital of Hungary. Do not overlook 



* Svi-LA1!1!S OF MODKHN EruOPKAN HlSTOIlY 131 

the Magyar-German settlement on the Transylvania mountains, surrounded 
by Rumans, or the scattered Teutonic colonies in Hungary and Russia. The 
map Avill also throw hght on Rumania's position. Boasting a cultural and 
linguistic kinsliip with the Latin or Romance nations, Rumania would 
naturally be opposed to her Slavic and Magj^ar neighbors. Her national 
aspirations, moreover, aiming at the acquisition of Transzjlvania, Temesvar, 
Dobrudja, Bukowina and Bessarabia might indicate hostility towards either 
the Dual Monarchy or Russia, or both. (Note the inaccuracy of the outline 
map regarding the mouth of the Danube). 

Map Study No. 11 

THE SPREAD OF EUROPEAN CIVILIZATION 
A. In Asia and East Indies. 
Text: Schapiro, 650-83; Hayes, II. 547-96. 
Atlas: Schapiro, 658; Hayes, II. maps 561, 563, 701; Robertson, plate 34; 

Shepherd, 179-82; Muir, 52. 
Mc Kinley Outline Maps No. 100a, 102a. 

I. Physical. Before undertaking to color the map, sketch in the Hitn- 
alyn mountains, the Pamir plateau, and the Hindu- Kush mountains, which 
serve as a northern shield for India (against whom?); then the Kuen-luen, 
Tian Shan, Great Altai, and Khingan ranges, which partially protect China; 
and finally the Caucasus mountains, over which Russia strode in her invasion 
of Asiatic Turkey. The great rivers^ — Tigris, Euphrates, Indus, Ganges, 
Yangtse-kiang, Hoang-Ho, and Amoor are likewise worth indicating. Now 
you are ready to color the British possessions giving dates and names, where 
possible, for lands acquired in the last century. 

II. Political. Outline southern Arabia (Hadramut), the Persian 
gulf, southeastern Persia, Nepal, Bhutan and Tibet, as within the sphere of 
British influence. Color next the possessions of Russia, formerly Britain's 
most formidable antagonist in Asia. Observe how the buffer state of Afghan- 
istan is caught in between the two great empires. Outline the western two- 
thirds of MongoUa and the northern half of Manchuria, as well as northern 
Persia, in Russian color. ShoAV the Japanese (Hayes, II. 583-6) and French 
possessions (Hayes, II. 593). The map now shows how much of Asia was 
appropriated by the Entente Powers. Draw the boundaries and print in 
the names of the independent Asiatic states (Hayes, II. 595)but do not color 
them. German imperialists, looking for a German sphere in the far East, 
turned to Cliina, where they obtained Kiao-chau, Avith a surrounding sphere 
of influence, (indicate also the British, French, Russian and Japanese foot- 
holds on the Chinese coast — Hayes, II. 567), and to Mesopotamia. Draw 
the proposed route of the Bagdad raihvay (Hayes, II. 706), Germany's 
great project for the extension of Teutonic culture and power in the East; 
observe how Great Britian's interest in the Persian Gulf, forbade the estab- 
lishment of a German railway terminal or naval base at Koweit. 

Referring to Hayes, II. 592-6, make a hst of the more important Dutch, 
British, German and American possessions in the islands to the southeast 
of Asia, with dates. Then color these colonies on the outline map, in the 
order of acquisition. On your key state the appro.ximate distance between 



132 Indiana University 

Australia and New Zealand, between Melbourne and Mayiila, between Manila 
and Tokio. By rough, measurements on the map, compare the length of the 
route from London to Manila via the Suez canal with that from New York 
via the Panama canal. Compare the area (World Almanac or any encyclo- 
pedia) of the Philippine Islands with that of New York State. 

B. Africa. 

Text: Hayes, II. 614-37. 

Atlas: Sehapiro, 676 Hayes, II. 625, map; Robertson, plate 35; Muir, 
plate 64; Shepherd. 
Comparing Shepherd, 136 with Sehapiro, 676 map, or Hayes, II. 625 map 
or Muir, plate 51, with plate 52, observe how little of Africa was appropriated 
before the mad scramble for territory began towards the close of the nine- 
teenth century. Using information in Hayes, II. 615-17, indicate in solid 
colors the colonies acquired before 1870 (Shepherd, 175 may be of use). It 
would be well to choose the Portuguese color nearly like that of the British 
(why ) and the Belgian like the French. Next in cross-hatching of the same 
colors as the earlier acquisitions, indicate the regions appropriated between 
1870 and 1914, following in so far as you are able, the chronological order, so 
as to reenact on paper the stirring story of the partition of Africa. In 
coloring French possessions, use Hayes. In coloring German colonies note 
how solicitous the German government was to obtain access to great rivers 
like the Congo and the Zambesi (why?) ; how stubbornly the Germans in 
East Africa obstructed the grandiose British scheme for a Cape-to-Cairo 
railway; and how the completion of a German transcontinental African 
empire, from Kamerun to the Zanzibar coast, was barred only by the holdings 
of little Belgium. Show Walfisch Bay and Delagao Bay. 

C. Peace Treaty. 

This shows the map of Africa and of Asia in 1914. Indicate both on the 
map and in your key how the Peace Conference disposed of the possessions 
of Germany in Africa and the Turkish possessions in Asia. 

Map Study No. 12 
EUROPE IN 1914 AND 1920 
Part I 
Atlas: For Europe in 1914 see Sehapiro, maps facing page, 220, 278, 370i 
424, 428, 524, 646, 709. 

Robertson, plates 6, 9, 10, 13, 15, 17, 21, 25, 29. 

For changes in boundaries brought about by the war, see N. Y. Times 
Current History, June, and August, 1919, N. Y. Times, May 9, 1919, 
Geographical Review, vol. vii, No. 5, 1919 pi. IV. (Maps also published 
separately). Use Map No. 82a. 
A. Preliminary. In constructing this map, it must be borne in mind 
that the political boundaries printed on the outline map are in several in- 
stances antiquated and incorrect. Hence constant use must be made of 
up-to-date political maps, as well as of a good physical map (Muir, plate I) . 
In locating boundaries, be attentive to notice the great political and military 
significance of important mountain ranges and rivers. Before coloring the 



Syllabus of Modern European History 133 

larger states, the student should draw in the httle grand duchy oi Luxemburg 
(Robertson, plate 10), the republic of San Marino ('the oldest state in 
Europe'), the republic of Andorra, the principality of Monaco, and the 
principality of Liechtenstein (these states may be found on any large map; 
they are described in the Statesman's Year Book). 

B. Latin Europe. Indicate the nations of 'Latin Europe' (Hayes, 
II, chapter xxiii) ; also Rumania, by cross-hatching. Locate the capital of 
each country. In the case of France, indicate the Pyrenees, Vosges and 
Jura Mountains and the' Rhine River (Robertson, plate 1) before drawing 
the eastern boundary. Observe the situation of Alsace-Lorraine with refer- 
ence to France's 'natural hmits', it may be noted also that very valuable iron 
mines cluster in Lorraine, partly in German and partly in French territory. 
Finally, compare the boundaries of the French Repubhc with the frontiers 
of the French-speaking people (Hayes, II. p. 331 map). In the case of 
Spain, note the nature of the country (Robertson, plate 10), the beation of 
the chief industrial centers (Hayes, II. 331), and the presence or absence 
of natural frontiers. In respect to Italy and Rumania observe 'natural' 
as well as linguistic frontiers (Robertson, plate 1; Hayes, II. 331). Where 
is Italia irrede7ita? When you have completed the Romance nation, compare 
your map with Muir, plate 1 . 

C. Teutonic Europe. Adopt some other scheme of cross-hatching to 
set off t|ie Teutonic from the Latin nafons. Locate the capital of each 
country. Indicate the Carpathian and Transylvanian mountain ranges; 
are they important poUtieally or strategically? Compare the area of Teutonic 
languages (Hayes, II. 331 map) Avith the political map, observing how Belgium 
includes both Romance Walloons as well as Germanic Flemings; how the 
Netherlands and Seandanavia are wholly comprised within the Pan-German 
sphere; how Switzerland is partly Germanic, partly French, partly Italian; 
and how the "Teutonic" Powers in reality embrace a very large extent of 
Magyar and Slav territory. By comparing maps (Hayes, II. 331, 1, 3 and 
II. 1, Schapiro, p. 278) see whether the old Holy Roman Empire, the Ger- 
manic Confederation of 1815, or the new German Empire more closely 
coincided with the German 'nation', linguistically considered. 

D. Slavic Europe. In a third system of cross-hatching, contrasting 
with the Teutonic and Latin schemes, show the Slavic nations (Hayes, 
II, 468-9 or Schapiro, 524). Locate the capital of each. Enumerate 
in your key the various Slavic peoples, remarking those which as yet have 
not attained to an independent national existence. 

E. The United Kingdom. Observe particularly the Bricish Mediter- 
ranean possessions. What of Heligoland? 

F. Other States. The remaining European states need not be cross- 
hatched, but their boundaries and capitals should be indicated. 

Part II. Use Map 101a. 
A. For abstract of the Peace Treaty with Germany see N. Y. Times, 
May 8, 1919; for complete treaty see N. Y. Times Current History, August, 
1919; for changes in the map of Europe, see also pamphlets published by the 
American Geogiaphical Society, entitled The New Boundaries of Germany, 
Austria- Hungary, Poland and Roumania. Lndianapolis Star Map, States- 
man's Year Book (1919), Introduction, and Annual Register (1919). 



134 Indiana Univeksity 

B. Upon the maps of Europe in 1914, note carefully by the use of colors 
the changes in the maps oj Europe effected by the war and the Peace Conference: 
(1) German losses of territory; Alsace-Lorraine, West Prussia, Posen, dis- 
tiicts along the Belgian- German frontier, Memel district, (2) newly inde- 
pendent state resulting wholly or in part from break-up of Austro-Hungarian 
Empire; German Austria, Hungary, Jugoslavia, Czechoslavakia, Poland, 
(3) other states made independent, Danzig, Ukrainia, (4) territories whose 
status is to be determined by plebiscites; Saar Basin, Schleswig, parts of 
East Prussia, (5) changes in the boundaries of Italy and the Balkan States. 

C. Locate carefully the boundaries of newly independent European 
states: Poland, Czechoslovakia, Jugoslavia, Danzig, Ukrainia. Note Ger- 
man cessions, Alsace-Lorraine, West Prussia, Posen, along the Belgian frontier 
states: Memel district; the Austrian cessions; Silesia, Bohemia, Jugoslavia. 
Territories whose status is to be determined by plebiscite : Saar Basin, 
Schleswig; locate also Greater Roumania, Magyaria, German Austria, Tren- 
lino. 

D. Indicate territorial changes of Turkey in Europe. Explain the status 
of Constantinople, the Dardanelles, the Sea of Marmora, and the Black Sea. 

E. Color in orange the principal battle fields of Europe and cross-hatch 
in orange the devastated areas. 



Syllabus of Modern European History 135 

Appendix II. EVOLUTION OF THE ENGLISH PARLIAMENT 

T. Before 1603. 

1. Magna Carta referred to barons (1215). 

2. Pi-ovisions of Oxford (1258). 

3. Simon de Montfort's Parliament (1265). 

4. Model Parliament of 1295. 

5. Separation of Parliament into two houses (about 1330). 
G. Gradual increase in power. 

a. Financial legislation. 

b. Legislation by petition. 

c. Legislation by bill. 

d. Suspensive and dispensing powers. 

7. The Tudors in main controlled and used Parliament. 
11. Parliament under first two Stuarts (1603-1640). 

1. The Protestation of 1621. 

2. The Statute of Monopolies (1624). 

3. The Petition of Rights (1628). 

4. Difficulties over Ship Money during Charles' personal rule. 
HI. The Reforms of the Long Parliament (1640-1660). 

1. Parliaments to meet every three years and have power over taxation. 

2. Abolition of com-ts of Star Chamber and High Commission. 
?. Execution of Strafford and Laud, the king's favorties. 

4. Execution of King (1649) and the "Rump". 

5. Temporary abohtion of House of Lords and Barebone's Parliament. 

6. Instrument of Government. 

IV. The Restoration Settlement (1660-1685). 

1. Charles II proclaims Declaration of Breda (1660). 

2. King agrees to abide by reforms of the Long Parliament and govern 
according to Constitution. 

3. King commuted certain feudal dues for £100,000 grant annually. 

4. Parliament makes grants now for certain specific purposes. 

6. Later Parliament appointed a committee to audit King's accounts. 

6. The Habeas Corpus Act passed (1679). 

7. Charles forced to give up Declaration of Indulgence. 

8. King defeats Exclusion Bill; his period of personal rule. 
V. The Revolution Settlement (1688-1707). 

1. James II forced into exile; and William and Mary declared joint 
soverigns. 

2. Prerogative definitely limited by Bill of Rights (1689). 

3. Mutiny Bill (1690). 

4. Triennial Act (1694). 

5. Act of Settlement (1701). 

6. Act of Union with Scotland (1707). 

VI. Later Developments in Parliamentary Government. 

1. Septennial Act of 1716. 

2. Rise of office of Prime Minister. 

a. Harley, (1710-1714). 

b. Walpole, (1721-1742). 



136 Indiana University 

3. Idea of ministerial unity clearly developed by 1760. 

4. Union with Ireland (1800). 

' 5. Three reform bills of nineteenth century (1832, 1867, 1884). 

, 6. Ballot Act of 1872 and Corrupt Practices Act of 1883. 

7. Parliament Act of 1911. 

8. Democratic Reforms of 1918-1919. 

Appendix III. BOOK REVIEWS 

Several times during the year the student may be called upon to prepare 
a paper on some historical book. Such a "review" is expected to achieve two 
quite different ends — the one, informational; the other, critical. 

I. Critical Reviews. 

Before carrying out this plan the student should read several typical 
book reviews as found in the Nation (N. Y.), American Historical Review, 
The Review, Dial, Book Review Digest and Political Science Quarterly, in order 
to learn the different methods employed by good reviewers. 

II. Information Concerning the Book Reviewed. 

At the beginning of every "review" should be written with accuracy the 
title, author, publisher, date, pagination, etc. (For example, the review 
should be prefaced by such a heading: The Life of Thaddeus Stevens. By 
James Albert Woodburn. Indianapolis, Bobbs Merrill, 1913: x-j-620 pp.). 
The student should first endeavor to ascertain through the preface or intro- 
duction or in other ways enough information about the author, his training, 
previous writings, etc., to determine something of the writers preparation 
and bias. Does he seem to be obviously pro or con? Then the reviewer 
should : 

Set forth succinctly the plan and scope of the work. 

Rehearse clearly the main ideas developed, and . 

Report carefully the kind of sources and methods which the author 
appears to have used. The seeming formality of such a summary should not 
dissuade the reviewer from using whatever art he may possess, as an intelUgible 
summary requires not only insight in discerning what is of primary import- 
ance and what is merely explanatory and dependent, but also a considerable 
amount of sympathy and a facility to express in a few written pages the 
substance of a volume. It is hoped that by this practice the student will 
himself learn to read more intelhgently. 

III. Criticism of Book Reviewed. 

So far the student's point of view has been inside the book, noting and 
recording its features as a work of siC olarship. But this is not all. As 
reviewer the student must now summ n his faculties of criticism wisely to 
evaluate what he has considered and described. • He has indicated in general 
the author's pupose; it is now his function to study in judgment to decide 
in how far that purpose has been realized. 1. Does the book tell you what 
you wish to know about the subject? 2. Does the author's style attract 
or repel the reader? 3. Does he seem fair in his interpretation of evidence 
or do his judgments seem unwarranted by the facts he cites? 4. Why, if 
at all, should anyone pay money for this book and spend time in reading it? 
5. Does it succeed as well as other books you know upon this or similar sub- 
jects? 6. Considering the many things that men and women have to do, 



Syllabus of Modern European History 137 

is it wise to foster interest in such subjects? 7. To whom would you recom- 
mend such reading, and why? These are not questions which can be answered 
without thought; and in thus measuring the book in the larger terms of 
human experience the review will gain a value of its own. It is hoped that 
by this practice the student will himself learn to develop his critical faculties. 
There is no need, of course, in such a piece of writing — as reference to 
the^ admirable reviews in The Nation (New York) will illustrate— for the 
reviewer to draw a hard and fast Ime between information and criticism, 
putting into part one what the book says and into part two what is said 
about it. Rather, as a rule, the two will go side by side to attract or warn 
the general reading public for whom, it is supposed, the review is prepared. 

SUGGESTIVE LIST OF BOOKS FOR BOOK REVIEWS 
E. Armstrong, Lorenzo de Medici. 
E. Armstrong, Elisabeth Farnese. 
J. Ashton, Social History of the Reign of Queen Anne. 
R. Bain, Charles XII and the Great Northern War. 
C. Beard, Martin Luther and the Reformation. 

0. Browning, Peter the Great. 
J. Bryce, Holy Roman Empire. 
J. Morley, Burke. 

Benvenuto Cellini, Autobiography. 

E. Emerton, Introduction to the Study of the Middle Ages. 

E. Emerton, Erasmus. 

J. A. Gade, Charles XII of Sweden. 

A. Hassall, Louis XIV. 

E. Henderson, Short History of Germany, vol. i or parts of vols, i and ii. 

T. Hodgkin, Theodoric. 

T. Hodgkin, Charles the Great. 

C. Hugon, Social France in XVII Century. 

S. P. Kerr, George Selwyn and the Wits. 

Longman, Frederick the Great and the Seven Years War. 

E. Lowell, Eve of the French Revolution. 

A. Luchaire, Social Life in France under Philip Augustus. 
J. Morley, Walpole. 

F. F. Moor, A Georgian Pageant. 
Mrs. M. Oliphant, Makers of Florence. 
, Makers of Rome. 

G. Paston, Sidelight onthe Georgian Period. 

N. Pearson, Society Sketches of the Eighteenth Century. 
J. B. Perkins, Richelieu. 

, France under the Regency. 

, France under Louis XIV. 

1. Plunkett, Isabella of Castile. 
Robinson and Rolfe, Petrarch. 

Lord Roseberry, Chatham, his early life and Connections. 
F. S. Roscoe, Robert Harley, Earl of O.xford. 
P. Sabatier, Life of St. Francis of Assisi. 

L. Sanders, Patron and Place Hunter; George Bubb Dodington, 
Lord Melcombe. 



138 Indiana TTniversity 

F. Seebohm, Era of Protestant Refoimation. 

F. Seebohm, Oxford Reformers. 
P. Smith, Martin Luther. 

W. C. Sydney, England and the English in the Eighteenth Century, vol i or ii 
H. Traill, William III. 

G. O. Trevelyan, Early Life of Charles James Fox. 
Vedder, Balthasar Hubmaier. 

P. Villari, Medieval Italy from Charlemagne to Henry VII. 

P. Villaii, Life and Times of Machiavelli. 

W. Walker, John Calvin. 

F. E. Whitton, A History of Poland. 

P. Willert, Henry of Navarre. 

Appendix IV. THE TERM ESSAY 

One of the most important parts of the course in the second semester is 
the writing of a term essay upon some topic selected from a list of essay 
subjects given at the end of this Appendix. As far as the hmitations of the 
University Library will permit, each student is permitted to express his 
preference for a particular subject, and is urged to do so. The definite 
assignment of a subject is made only after an individual conference of the 
instructor and student. 

It is well that the student appreciate at the outset the value of this 
task. Rightly done it is one of the most valuable things that will come to 
him during his college course. Some of the work will be- tedious, some of it 
will be uninteresting and mechanical, but if he will bear in mind that he is 
learning something that will be of inestimable value to him in after life, he 
ought to find ample compensations in his work. The purpose of this essay- 
work is to teach the student three things: 

1. To look up a subject without a waste of time, and to ascertain what 
are the best bibhographical aids, the most valuable books, pamphlets and 
magazine articles published upon the subject. In short he should learn 
how to use che library intelhgently. 

2. To take notes logically and systematically upon a half dozen to a dozen 
of the best and most accessible works upon the topic. 

3. To construct a carefully written essay based upon these notes, con- 
forming at the same time to the accepted canons of historical composition. 

I. Preparation of Bibliography. As soon as the student receives his 
assignment he will make a list of all major works bearing upon his topic. 
He should secure probably thirty to fifty titles of books or magazine articles. 
Each such title should be entered clearly in ink upon a 3 x 5 card, together 
with the name of the author, the date of publication, and wherever possible, 
the.University Library call number (which should be placed in the upper left 
hand corner) the bibliographer's estimate of the work (if any), and some indi- 
cation of the portion of it dealing most directly with student's topic. It is 
expected that the student will be at pains to learn all that he can, in a general 
way, about the books cited, so as to talk intelhgently about them in con- 
ference. And the student who has any sort of reading knowledge of French, 
German, Italian or Spanish, should not hesitate to include in his bibhography 
titles of books in foreign languages which he understands, for some of the 



Syllaih'.s of Modern European History 130 

best wurk on tlic liistory of Modern Europe has been, written in foreign lan- 
guages and is not translated into English. 

To seeiure titles of books bearing upon this topic the student will consult 
the appropriate chapter-bibliographies in the text-book (j. S. Schapiro, 
Modern and Contem poi ary E uropean History); in C. J. H. Hayes, A Political 
and Social History of Modern Europe; in J. H. Robinson and C. A. Beard, 
Readings in Modern European History, 1. 389-410, and II. 521-41 ; in Holt and 
Chilton, History of Europe; and, for nineteenth century subjects exclusively, 
in C. D. Hazen, Europe Since 1815, 737-772. Moreover, the Cambridge 
Modern History, a standard work in twelve volumes, contains at the end of 
each volume long lists, though unfortunately without descriptive comment. 
There are likewise useful bibliographies at the end of many articles in the 
standard encyclopedias, notably in the Encyclopedia Britannica, 11th ed., 
in the iVeu' international Encyclopedia, and in the Catholic Encyclopedia. In 
using an encyclopedia, the student should remember to look in the index 
for topics related to his own. If his topic is in English history, the student 
should also consult the Dictionary of National Biography, 72 vols. (1885- 
1913), under the aphabetically arranged names of the principal peisons 
important in relation to his subject; H. L. Cannon, Reading References for 
English History; A. L. Cross, History of England and Greater Britain, and 
Lane ano Poole, Political History of England, 12 vols. If the topic is intim- 
ately related to English Literature, he should consult the proper volumes 
of the Cambridge History of English Literature (12 vols.). If the topic should 
be in social or economic history, he should use F. A. Ogg, Economic Develoj.- 
ment of Modern Europe, W. Cunningham, Growth of English Industry and 
Commerce, and H. D. Traill, Social England, 6 vols., all of which contain 
excellent working bibhographies. If his subject deals with any religious topic 
he will find the Neiv Schaff- Herzog Encyclopedia of Religious Knowledge, 
and J. Hasting's Encyclopedia of Religion and Ethics invaluable. If his 
topic is in German history, the student should consult Dahlmann Wait/., 
Quellenkunde der deutschen Geschichte, (8th ed.). If the subject is in French 
history, he should consul" the bibliographies at the close of the appicpiiats 
chapters in the Histoire-Generale due IVe siecle a nos jours, ed. by Lavisse and 
Rambaud, 12 vols. After all this is done the student should consult the 
United States Catalogue and the Cumulative Book Index to get the titles of the 
more recent books on his topic. In every ease he should try to famiUaiize 
himself with each of these bibhographical aids, that he may be able to make 
use of them again should occasion require. 

To secure titles of magazine articles beaiing upon his topic tiie student 
will consult Poole s Index (1802-1906) and Reader's Guide, (1930-19—). 
The student should leally lea:n how those excellent reference books are made 
up, how best to use them, etr*.. etc. For consulting fie daily pipers, the 
Xew York Times Ind?x and i\\e Lmdon 7'iw;.> /«r/e.i- will be found invaluable. 
(The latter is not in the libiaiy). 

Having completed his list of books and magazine a: tides in the manner 
as just set foith, the student will then, and not un il then aseeitiin by con- 
sulting the Card Catalogue in the University Lib.aiy, which ones a:e readily 
obtainable and the appaient value of ea.ch. It is necv^ssary to aseeitain the 
(iate of pubHcation and the point of view of the author if possible. Why? 



140 Indiana University 

Having indicated tlie library call numbers on tlie respective cards for such 
books, arrange the cards alphabetically according to authors (or according to 
title if no author is given), and then submit the bibliography to the instructor, 
again in personal consultation, for discussion and ciiticism. It is well for 
the student to bear in mind that this is his own special task and the number 
of works listed will bear no relation to the number of books to be actually 
used. At this second consultation, the instructor will assign a few of the 
niore important books and articles, and these are to be- carefully read by the 
student and used as a basis for note taking. A completed card should appear 
somewhat like this : 



951.1. 

C72e. Colquhoun, A. R. 

China in Transformation 
X 398, pp. Harpers (N. Y.) 1899. 
An excellent work, now somewhat out of date, but 
still valuable for England's pohcy in China. Chapters 
vii and viii (pp. 248-315) are most useful. 



II. The Preparation of Notes for the Essay. Before the student 
begins to take systematic notes upon his topic, he should first read some 
rather general treatment of his topic, as that in the Britannica or the Inter- 
national, in order to familiarize himself with the problem he has to face. 
After reading "around" his subject he ought to make a two page tentative 
outline of his subject, and submit it to his instructor for approval. Then 
he should take notes on the assigned books according to this outline. 

These notes should be taken in ink on stiff sheets of paper or cards, in 
no case larger than 5j4'^8}4 using one side of the paper only. The notes 
should run lengthwise of the page with hberal margins left at the sides. At 
the top of the page should be the subject of the note, the author, title and 
pages of the book from which the information was derived, and at least 
the approximate date to which the note refers. If you were writing on 
the Second Reform Bill in England a note might well look as follows: 



1865 Nov. 12 H. Paul, Mod. Eng. i. 35 Bright's Part 

Bright not so conspicuous as Gladstone or Disraeli; 
nevertheless quite active, and very anxious to discredit all 
Conservative attempts at reform; had dubbed some of 
their previous attempts as "fancy franchises". 



A note may well be a paraphrase, a verbatim report, if it seems particularly 
apt, or a combirabion of the two, Never take a note on more than one phase 



Syllabus op Modern European History 141 

of a topic on a siugle sheet, and do not, save for purposes of comparison, place 
notes from two different authorities on the same sheet, even if they do deal 
with the same phase of your subject. After finishing the taking of the notes, 
as far as possible arrange them in a logical order. Then study the materials 
collected and fill in gaps by additional reading. Lastly, from the notes and 
the tentative outline form a two to three page outline of the topic. This 
outhne should now be taken to the instructor for criticism and revision. 

III. The Composition of the Essay. Once his outline has been ap- 
proved, the student should begin writing his essay. In general the essay 
should be based upon facts as gleaned from the notes, but the writer should 
thoroughly assimilate his data, and write his narrative with the spirit and 
coherence of his own style. Occasionally it may be advisable to use the 
exact words of a book or article, but in every instance quotation marks 
should indicate the precise extent of the quotation, and reference must be 
made to exact source of the information. The essay should be typewritten 
or written neatly in ink on one side of paper 8J/^xll- The Enghsh must 
be above reproach and the statements and citations historically accurate. 
Be careful in spelling technical terms and proper names. EVERY IMPORT- 
ANT OR QUESTIONABLE STATEMENT of fact should be backed up 
by a foot note, citing AUTHOR, TITLE OF BOOK AND PAGE from 
which it is taken. For examples of foot notes, the student should consult 
the Political History of England, th.Q American Nation series, ov the A?nerican 
Historical Review. The completed essay should consist of from two thou- 
sand to five thousand words. The essay proper should be preeeeded by a 
two page outline, and foUowed by selected bibhography of about a dozen 
books, which the writer found most useful in preparing his essay. Each of 
these books should be carefully annotated, showing the precise value of 
the work in the writing of his essay. This completed theme should be handed 
in accompanied by the entire bibliography (on cards), and the notes taken 
in the preparation of your work. The task will then be graded as a whole, 
and this mark will have great weight in determining the final mark in the 
ourse. This is the student's opportunity to do some individual work. 

A page of completed manuscript should look somewhat like this. 
Nor was the tsar always honest with his own ministers, for he concealed 
from Nesselrode the real purpose of the Menshikov mission and thus laid 
his chancellor open to the charge of double-dealing.^ Then came the unfor- 
tunate incident of the Vienna Note, and, lastly, the affair of Sinope, which 
followed upon an announcement that Russia would undertake an offensive 
operation against Turkey , in spite of the latter's declaration of war. Lord 
Palmerston said on this occasion that Russia "aways had two strmgs to its 
bow — moderate language and disinterested professions at Petersburg and 
London; active aggression by its agents on the scene of operations. If the 
aggressions succeed locally, the Petersburg Government adopts them as a 

1 Cliirendon to Sevmour, Eastern Papers, no. 195, pt. I. p. 200. The Russian 

JHulomatic Study, I. 163, 'admits tliat the failure to publish the demands of Man- 
shikov was -'very grave". The private letters of Thouvenel, political director of the 
French forpign office, show that Nesselrode. being a German and a Lutheran, was 
not entirely trusted by the tsar, and that the religious zealots of the foreign office 
had much to do with shaping Russian policy. L, Thouvenel, Nicholas I. ct Napoleon 
III. (1891.) 



142 Indiana University 

fait accompli which it did not intend, but cannot, in honor, recede from. If 
the local agents fail, they are disavowed and recalled, and the language 
previously held is appealed to as a proof that the agents have overstepped 
their instructions". ^ If no positive instance of this kind occurred in 1854, 
there was some ground for suspicion of the tsar's motives. 

Those motives were, it may be safely said, to secure a virtual protectorate 
over the Greek Christian subjects of the sultan, a design announced as early 
as 1852, and to buy the support or consent of some great power to it. Nicholas 
first sounded England, partly because he disliked Napoleon II, partly because 
he "thought Aberdeen,^ whom he had known for years, in sympathy with his 
ideas. 

2. Letter to Clarendon, May 22, 1S53. E. Ashley, Lije of Pahnerston (London, 
1876), II. 27.S. 

3. Aberdeen was then the English prime minister. 

ESSAY SUBJECTS IN HISTORY I 

1. Turkey and Eastern Question since 1856. ; 

2. Relations of Charles II and Louis XIV. 

3. Quadruple and Holy Alliances. 

4. Revolution of 1848 in France. 

5. Hague Peace Conference. 

6. Nelson and English Sea-Power.. - 

7. Locke's Political Philosophy. 

8. Waterloo Campaign. 

9. The Black Death. 

10. Abelard and the 12th Century Renaissance. 

11. The Investiture Contest. 

12. The Hanseatic League. 

13. The Rise of the Franciscans. 

14. Rise of Mohammedanism. 

15. Prehminaries to the Meeting of the Estates General. 

16. America and the French Revolution. 

17. Crusades of Louis IX. 

18. Medieval Commerce and Trade Routes. 

19. Village Life in the Middle Ages. 

20. Napoleon as a Statesman. 

21. Napoleon as an Imperialist. 

22. The Girondists and the Revolution. 

23. The September Massacres. 

24. The Reign of Terror. 

25. French Affairs under the Directory. 

26. The Peninsular War. 

27. The Influence of the Classical Economists. 

28. Mirabeau and the French Revolution. 

29. The Mountain Party and the Revolution. 

30. Increase in Wealth in Europe in the Nineteenth Century. 

31. Condition of the English Laboring Classes (1800-1850). 

32. Talleyrand and the Congress of Vienna. 

33. Character and Personal Traits of Napoleon I. ' 



Syllahus of Modern Eijuopean History 14J 

34. Colbert aud his Reforn^s. 

35. Scientific Advance in the 18th Century. 

36. Causes aud PreUminaries of the War of the Spanish Succession. 

37. Expansion of Russia in the 18th Century. 

38. Peter the Great's Diplomacy. 

39. Duke of Marlborough and the War of the Spanish Succession. 

40. Political Philosophy of Rousseau. 

41. The Political Influence of John Stuart Mill. 

42. The Enghsh in India (1830-1878). 

43. Growth of EngUsh Commerce (1830-50). 

44. Growth of Enghsh Manufacturing (1830-50). 

45. Growth of English Manufacturing, (1850-80). 

46. Growth of English Commerce (1850-80). 

47. Lord Palmerston's Early Years in Pohtics. 

48. The Dual Control of Egypt by England and France. 

49. Why England Took Part in the Crimean War. 

50. Lord Beaconfield at the Congress of BerUn. 

51. Gladstone and the American Civil War. 

52. John Bright and the Second Reform BiU (1867). 

53. The Irish Famine of 1845-7. 

54. Daniel O'ConneU and Ireland (1820-1850). 

55. Robert Peel as a Reformer (1820-1845). 

56. Mohemet Ali and the Sultan. 

57. Napoleon III and NationaUsm (1852-1870). 

58. The Rivalry of Guizot and Thiers. 

59. Louis Blanc and the National Workshops. 

60. The French and Catholicism (1815-1880). 

61. The Bohemian Revolt of 1848. 

62. The Land Problem in England (1830-1880). 

63. The History of the Sons of "Young Italy". 

64. Results of the Emancipation of the Serfs in Russia. 

65. Kossuth and the Hungarian Revolt (1845-9). 

66. The parties or groups opposing Louis Philippe and their platforms, 

67. The Physiocrats; their doctrines and influence. 

68. The Causes and the Significance of the Crimean War. 

69. Cavour and the Unification of Italy. 

70. Biographical sketch of Karl Marx. 

71. Disraeli and the Reform Bill of 1867. 

72. The Frankfort Assembly of 1848. 

73. The Schleswig-Holstein Question. 

74. Bismarck and the Creation of the German Empire. 

75. Garibaldi and the "Redshirts." 

76. The Reform Bill of 1832. 

77. The Chartist Movement. 

78. The Pohsh Nationalist Movement of 1863. 

79. The ZoUverein. 

80. The Congress of Paris, 1856. 

81. The Metternichian System. 

82. The Repubhcan Movement in Italy. 



144 Indiana University 

83. Napoleon III as an Imperialist. « 

84. The Failure of the Metternichian System. 

85. Evolution of the Franchises in England — (1850-1918). 

86. Rise of Anarchism: Bakunin and Proudhon. 

87. Liberal Cathohcism. 

88. The Owenite Communities. 

89. The Influence of Owen and Fourier in the U. S. 

90. How the Proletariat lost the Fruits of the Revolution of 1848 in France. 

91. The Reform Movement of Alexander II. 

92. The Rise of Social Democracy in England. 

93. The Peace Treaties of the Great War. 

94. Pohtical Reform in England since 1880. 

95. Ireland and England (1906-1920). 

96. Pohtical Developments in Russia since 1907. 

98. Growth of Feminism in England. 

99. The History of Bulgaria since 1885. 
100. The Growth of the EngUsh Labor Party. 

APPENDIX V. LISTS OF QUESTIONS 

These lists are not intended to facilitate "cramming", but to give each 
student a definite idea of what will be expected of him, and furnish a ready 
means of testing his knowledge of the field he is to cover in the course. Used 
judiciously, they ought to prove a boon to any student who carefully pre- 
pares his work for each recitation. 

I. Typical Hour Examinations 

First Semester: 

a. 1st List. 

1. Give an account of the chief revolts against the Catholic Church 
before 1500 and the principal poin'-s at issue between the would-be 
reformers and the Church. 

2. Who was the first king of the Carohngian line? Describe his relations 
with the pope. 

3. a. Describe the origin of the representative assemblies of France 
and England. 

b. Contrast the two institutions. 

e. Show particularly how economic developments of the middle age 
affected these institutions. 

4. What were the effects upon Germany and Italy of the survival of 
the imperial idea from the tenth through the thirteenth century? 

5. From the standpoint of medieval civilization, criticize the following: 
"Since the barbarian tribes settled in the Roman provinces, no change 
had come to pass in Europe at all comparable to that which followed 
the diffusion of the New Learning in the latter half of the fifteenth 
century". (Bryce). 

b. 2nd List. 

1. What was the political and economic significance of the revolt from 
the Cathohc Church during the sixteenth century? Deal specifically 
with each of the more important countries. 

2. Identify the following men, telUng when each flourished: a. Sir 
Thomas More; b. Conde; c. Ignatius Loyola, d. Vasco da Gama; e. 
William the Silent. 



Syllabus of Modern European History 145 

3. a. Explain the antecedents of the Thirty Years War. 

b. On the map show the territorial adjustments made at the treaty 
of Westphalia. Write in your answer-book detailed explanation 
of these changes. 
5. a. What did Richelieu do to strengthen the French government? 
b. What measures did Colbert devise for improving the financial 
and economic condition of France? 
5. a. Why was the Commercial Revolution so slow in developing? 
b. What were the main consequences of this Revolution? 
c. 3rd List. 

1. Discuss the social conditions in France during the reign of Louis 
XIV. 

2. Trace the relations of Charles XII of Sweden with Poland, Russia 
and Turkey. 

3. Explain the following terms: convertible husbandry, Jansenism, 
transubstantiation, enclosures, dragonnades. 

4. Trace the development of parliamentary government in England 
from the reign of EUzabeth to the time of William III. 

5. Carefully identify Pombal, Marlborough, Clarendon, Kaunitz, 
E. Farnese. 

II. Typical Final Examinations 
First Semester: 

a. 1st List. 
Note — Map No. Ilia is to be used. Answers are to be specific. The 
names of important characters and the dates of the leading events should 
be given. 
Omit any one question of the last seven. 

1. a. Locate on the outline map the following places, and show the 
historical significance of each: Franche Comte, Hanover, Strass- 
burg, Silesia, Blenheim, Bohemia, Flanders, Canossa. 

b. Locate on the outline map the area gained and lost by the Haps- 
burgs (1500-1800). 

2. Arrange the following topics in chronological order and speak 
briefly of each: Rossbaeh, Institutes of the Christian ReUgion, 
Concordat, Alva, Streltsi, Edict of the Restitution, Kaunitz, 
Chambers of Reunion, Pym, Babylonian captivity. Treaty of Ver- 
dun, Janizaries. 

3. a. Give an account of the towns (communes) in the Middle Ages. 

b. Show their effect upon the social and pohtical life of the towns. 

c. Name five important communes and speak briefly of two. 

4. a. Trace briefly the steps whereby the British Parliament, 1. separ- 

ated into two houses, 2. secured power over taxation and the 
army; 3. assumed power to settle the dynastic succession; 4. took 
over the executive branch of the Government, 
b. Describe the English Representative system in the eighteenth 
century. 

5. a. What were the essential features of the feudal system? 

b. State clearly the obHgations of a feudal vassal to his overlord. 



14G Indiana University 

6. Trace clearly the growth of France under Philip Augustus, St. 
Louis, and Philip IV. 

7. a. Contrast medieval and eighteenth century agricultural methods 

in England? 
b. What were the causes of the Commercial Revolution? Show the 
general significance of this Revolution in the subsequent history of 
Europe. 

8. a. What are the reasons for holding that the Protestant Revolt was 

much more than a religious quarrel? 
b. Indicate in what ways the Catholic Church reacted against the 

Protestant Revolt. 
e. Enumerate ^e chief results of the Protestant Revolt. 

9. a. Compare Catherine II and Richelieu in as many ways as you can. 
b. Briefly outline the steps by which the house of HohenzoUern 

became one of the greatest in Europe. 
10. Write a twenty-minute essay upon the Seven Years' War. 

b. 2nd List. 

1. a. What role did the Ottoman Turk play in Medieval Europe? 

b. How does their activity compare with that of the Danes and 
Normans? 

2. a. What was the nature in 1450 of the French state? of Venice? of 

the Holy Roman Empire? Explain why you classify each as you 
do. 
b. Write a brief account of European interstate relations from the 
invasion of Italy by Charles VIII of Prance to the death of Henry 
II of France. 

3. Describe the organization of agriculture, manufacture, and higher 
learning in the Middle Ages. Was this a day of individual freedom 
or of strict regulation, in the ordinary business, social and religious 
affairs of each man? Substantiate your answer by citation. of facts. 

4. Analyze the factors which produced the Commercial Revolution. 

5. Account for the fact that England and France were on opposing 
sides in all continental and colonial'wars from 1688 to 1783. Name 
four wars of the 18th century in which England and France were 
arrayed against each other. What treaty ended each war, and what 
were the provisions of each treaty so far as it affected England and 
France? 

6. On the outline map locate each of the following: a. Genoa; b. Geneva; 
e. Poland; d. Wittenberg; e. Madgeburg; f. Lorraine; g. Castile; 
h. Savoy. In your answer-book explain what events connected with 
each were of decisive importance in the history of Europe. 

7. Compare in as many ways as possible the life work of Richelieu with 
that of Peter the Great. 

8. What do you understand by the term "benevolent despot"? Name 
three such persons who reigned in the 18th century. Write a brief 
summary of the reign of each, stressing in each case those facts that 
tend to throw into relief the "benevolence" of the particular "despot". 

9. Arrange chronologically, identify, and show in a brief paragraph that 



Syllabus of Modern European Hlstory 147 

you are familiar with the important aspects in the career of the per- 
sons referred to by each descriptive phrase, a. The master of all 
the arts; b. the iirst of the Spanish Hapsburgs; c. the last of the 
Tudors; d. the founder of the Jesuits; e. the first of the Bourbons; 
f. the father of modern astronomy; g. the greatest of the Hohen- 
staufens; h. the author of "The Wealth of Nations"; i. the most 
f am oils Dutch Republican statesman; j. the greatest medieval pope; 
k. the founder of international law; 1. the discoverer of the law of 
gravitation. 

c. 3rd List. 
Note — Map 112a is to be used. Answers are to be specific. The names of 

important characters and the dates of the leading events should be given. 

Answer all the questions in Group I and any four in Group II. 

GROUP I 

1. a. On your outline indicate the various additions of territory to the 
state of France (1494-1789), and in your ansAver-book show how 
each accession was secured, 
b. Locate on your outline map and show the historical impoitance 
of each of the following places: Augsburg, Bohemia, Calmar, 
La Rochelle, Minden, Avignon, Agineourt, Rheims, Biuges. 
5. Arrange the following topics in chronological order and briefly des- 
cribe each: Edict of Nantes, Diplomatic Revolution, "The Beggars", 
Bill of Rights, the Fronde, Inquisition, the Great Schism, Norman 
conquest. 

3. Arrange in chronological order, carefully identify, and show the 
importance of the following characters: John Knox, Dupleix, 
Erasmus, Frederick William I, Clarendon, Charles the Bold, Adam 
Smith, Philip Augustus, Hildebrand. 

4. Compare the empires of Charles the Great and Otto the Great Avith 
respect to a. extent b. imity ; c. method of government; d. relations 
to Rome. 

GROUP II 

1. a. DraAV a diagram of a medieval manor, showing in a careful way 

the principal features of manorial organization. 

b. Describe the important classes of people on the manor. 

2. a. Who were the leaders of the First and Third Crusades? 
b.- What was the result of the First Crusade? 

c. What were the general effects of the crusades on Europe? 

3. a. Discuss the causes of the rise of Lutheranism in Germany. 

b. Show how the reUgious question was settled in France, England 
and the Netherlands. 

4. Contrast and compare the reigns of Louis XIV and Charles V in as 
many ways as you can. 

5. Trace the important political and diplomatic movements in Europe 
(1713-1789). 



148 Indiana University 

III. REVIEW QUESTIONS 

1. What right has Charlemagne to the title of "Great"? What have 
been the most enduring things of his reign? 

2. Compare the ninth and eleventh centuries as to a. leading events; 
b. strength of the papacy; c. power exercised by the feudal nobles. 

3. What were the leading movements of the tenth century? How do 
' these compare with similar tendencies of the twelfth century? 

4. One writer speaks of the "thirteenth, the greatest of centuries" 
What basis can you discover for this statement? 

5. Trace the rise and fall in the power of the papacy from 814 to 1521, 
showing how each event contributed to these ends. 

6. How do you account for the increase in the importance of the medie- 
val Italian cities? for the high development of feudalism in France? 
for the rise of the Low Countries as important commercial centers? 

7. What did each of the following contribute to medieval eivihzation 
Abelard, Gregory VII, Otho III, Henry II (of England), PhiHp 
Augustus, Frederick Barbarossa, St. Louis, Edward V, WicHf, 
Thomas Aquinas, Philip IV, Charles the Bold, Edward III, Jenghiz 
Khan, Donatello, Thomas Becket. Before identifying these men, 
arrange them in chronological order. 

8. What do the fbllowing words or phi;ases denote: Cluniac reforms, 
Canossa, fealty, beneficium, subinfeudation, investiture, criminous 
clerks, Mongols, Hussites, Northmen in Europe, Bruges, Champagne, 
scholasticism, Hansa, the sworn inquest, benefit of clergy, Teutonic 
Knights, Ghibelhnes, Crecy. 

9. Compare a medieval town of 5000 in the ninth century with another 
of the same size in the fifteenth, noting particularly any changes 
that might have occurred in the meantime? 

10. Account foV the rise of a powerful, important middle class towards 
the close of the Middle Ages. Show that this is one of the most 
important tendencies in the history of Modern Times. 

1 1 . Make a careful comparision of the reigns of Louis XIV and Charles V. 

12. Compare the agricultural system of England in 1500 and 1800, indi- 
cating clearly what changes had taken place. 

1. What were thesJundamental causes of the Protestant Revolt? Why 
did the movement fail to make a greater progress? Distinguish 
between the beliefs of the Calvinists, Lutherans and AngUcans. 

14. Indicate on the map the territorial aggrandizement of Bourbon and 
Hohenzollern (1600-1800). Explain how each accession of territory 
was brought about. 
, 15. DiscusstheRevoltof the Netherlands; the ReUgious Wars in France; 
the Second Hundred Years War; War of the Austrian succession, as 
to a. causes; b. significant events; c. characters; and d. results. 

16. Compare William III of England and Peter the Great in as many 
ways as you can; Frederick the Great and Catherine II of Russia. 

17. Compare the constitutional development of France and Prussia 
during the seventeenth and eighteenth centuries. 

18. Show clearly what part was played by the following men in the 
history of Europe; Maz?irin, Francis I, Wolsey, Charles II, 



Syllabus op Modern European History 149 

Charles XII, Wallenstein, William the Silent, George III, Claren- 
doa, Colbert, Gustavus Adolphus, Zwingli. 

19. Discuss in some detail the Thirty Years War, the Fronde movement 
the Commonwealth and Protectorate, the Bill of Rights, the Catholic 
Reformation. 

20. Why did England prevail over France in their struggle for colonial 
Empire in the eighteenth century; why did the Bourbons prevail 
over the Hapsburgs? 

21. Explain: Mercantihsm, indulgence, virgate, a tenth and fifteenth 
penance, benevolent despot, eucharist, "open field", taille. Estates 
General, metayer, intendant, benevolence, laissez faire. 

22. Show that the Civil War in England was partly a rehgious and partly 
an economic struggle. What was accomplished by the Revolution 
of 1688? 

23. Name and identify seven men who were associated with the great 
intellectual revival of the fourteenth and fifteen centuries. Briefly 
characterize four sovereigns of England and four of France and indi- 
cate their influence upon their country. 

24. Locate and show the historical significance of: Geneva, Bruges, 
Bohemia, Wai»saw, Pultowa, Palatinate, Wittenberg, Marston Moor, 
Boyne, Lepanto, Utrecht, Nantesj Milan, La Rochelle, Moscow, 
Lutzen, Savoy, Silesia, Naseby, Plassy. 

26. Discuss the Seven Years War as to causes, phases, leading events 
and significance. Name seven persons connected with it and identify 
each. 

26. Account for the decay of Spain, the rise of Prussia, the coUapse of 
Poland, and the despotism of France. 

27. What ten books would you recommend to a student of the period 
500-1800. Why? (Give the author and exact title and a character- 
ization of each work). 

28. Criticise: The fundamental cause of the American Revolution was 
taxation without representation. 

29. Briefly outHne the history of Europe from 1650-1700; 800-1000; 
1525-1575; 1300-1500; 1500-1550; 1700-1775; 900-1300; 1450-1600. 

I. TYPICAL HOUR EXAMINATIONS. 
Second Semester: 

a. 1st List. 

1. What conditions existent in Europe during the 19th Century were 
attacked by the French Revolution? How were these conditions 
modified by the Revolution? 

2. Arrange in chronological order and explain the historical significance 
of the following: the Carlsbad decrees; treaty of Campo Formio; 
the battle of Navarino; manifesto of the Duke of Brunswick; the 
Speenhamland system; the July Revolution; the Zollverein. 

3. Comment briefly on the more important points in the settlement at 
Vienna. Show on the outline map the territorial changes there 
made. 



150 Indiana Uniybrsity 

4. What is meant by the "Industrial Revolution"? Why did it take 
place earlier in Great Britain than on the continent? What were its 
early results — social, economic, political? 

5. Trace the relations between church and state in France from 1789 
to 1848. 

h. 2nd List. 

1. Compare the English and German governments in 1914 as to a. 
suffrage; b. functions of the legislature; c. nature of the constitution; 
d. powers of the chancellor and prime minister. 

2. Identify carefully the following characters: a. Plehve; b. Kossuth; 
c. Garibaldi; d. Cobden, e. Thiers. 

3. Explain the meaning of the following terms: a. interpellation; 
b. sabotage; e. clericalism, d. ausgleich; e. Kulturkampf. 

4. Locate carefuUy and show the historical significance of each: a. 
Lancashire; b. Sadowa; c. Albania; d. Agadir; e. Swechat; f. Hanover. 

5. Compare Napoleon III and Francis Joseph in as many ways as you 
can. 

c. 3rd List. 

1. a. On outline map locate accurately 1. Fiume; 2. Danzig; 3. Saar 
Valley; 4. Finland; 5. Schleswig; 6. Macedonia; 7. Bessarabia; 
8. Transylvania. 

b. In your answer-book state what was the basis of the conflicting 
claims for each of these. 

2. Discuss the conflict between Church and State in a. Third French 
Repubhc; b. German Empire; and c. Kingdom of Italy. 

3. Trace the dismemberment of the Ottoman Empire fi'om 1815 to 
1915. 

4. Arrange in chronological order and identify the following persons: 
a. Delcasse; b. Mutsuhito; c. Pobedonostsev; d. Cromer; e. Paul 
Kruger; f. Bakunin. 

5. Write a brief paragraph on each of the following, explaining its 
historical importance: a. Boxer uprising; b. Algeciras conference; 

c. ParUament Act of 1911 ; d. Fashoda incident ; e. Australian Common- 
wealth Act. 

II. TYPICAL FINAL EXAMINATIONS 
Second Semester: 

a. 1st List. 
Note: Answer the first two sections and seven others. The paper will be 

graded on the two-fold basis of 1. your exact knowledge of specific facts 

and dates and 2. your ability to write about those facts thoughtfully and 

grammatically. 

1. On the outline map show the boundaries of A.ustna -Hungary and 
the German Empire as they existed in 1914; label and cross-hatch 
those provinces of Germany and Austiia-Hungaiy of whose inhabi- 
tants the majority are non-Germanic. If the Germanic Confedera- 
tion were restored with its old boundaries how many non-German 
provinces would be included in it? 



Syllaiuj.s of Modkrn TCuhoi'kan History 151 

2. State briefly the most important facts about each of the following, 
arranging your answers in chronological sequence: Louis Kossuth; 
Albania; Reform Bill of 1867; protocol of Troppau; treaty of San 
Stefano; treaty of Campo Formio; Necker. 

3. Compare and contrast the First, Second and Third French Repubhcs, 
with respect to a. duration; b. form of constitution, c. social and 
economic reforms; d. ecclesiastical pohcy. 

4. To what social problems did the Industrial Revolution give rise? 
What attempts did European Governments make to solve those 
problems prior to 1870? 

5. Contrast the pohtical philosophy of Me ternich with that of any 
living statesman. 

6. State in detail the facts which you consider most significant in 
explaining the collapse of the empire of Napoleon I. 

7. Discuss Marxian Socialism, with special reference to its origin, its 
aims, its tactics, and its role in French and German pohtics. 

8. a. Write a brief history of the Irish Question from 1800 to 1910. 
b. Contrast the government of Ireland with that of Canada. 

9. Show vhen, where and how the commercial and colonial interests 
of the Great Powers,have clashed during the past generation. 

10. Why did Russia lag behind the other Great Powers in establishing 
a parliamentary form of goverment. b. Trace in detail the growth 
and achievements of the liberal movements in Russia during the 
reign of Nicholas II. 
b. 2nd List. 
Note: Omit any one question of the last five. 

1. a. Locate carefully upon your outline map: Frankfort, "The 

Quadrilateral" Uganda, Bautzen, Fleurus, Seb'astopol, Borodino, 
Sedan. Show the historical significance of each in your examina- 
tion book, 
b. Indicate on the outline map the territorial growth of Prussia 
(1789-1871). Show how each accession of territory was made. 

2. a. What ten books would you recommend to a student of the period 

of (1789-1915)? 
b. What eight bibhographical aids would you consult in preparing 
a comprehensive bibhography of Gladstone's first ministry? Ar- 
range each Ust according to their importance, giving author, 
title, and a brief statement of the nature of each book. 

3. What was the influence of the English Industrial Revolution upon 
the Napoleonic wars? 

4. Carefully identify: Montesquieu, Canning, Caprivi, Proudhon, 
Guizot, Lassalle, Carnot, Lloyd-George. 

5. Explain the following terms: sabotage, "super-nationahsm", 
Bundesrath, Classical Economists, "fruits of the Revolution", 
concordat, gabelle, cahiers. 

6. Trace the evolution of modern Italy (1815-1871). 

7. Contrast and compare the governments of Great Britain and Ger- 
many in 1914. 

8. Give a brief account of the Near Eastern Question in a. its origin; 
b. development in the 19th century; c. its twentieth century events 
in relation to the Great War. 



152 Indiana University 

-9. Show the parallelism in the French Revolution and the Russian 

debacle of 1917-1919. 
10. Discuss the diplomatic background of the Great War using the fol- 
lowing outhne: a. formation of the Triple Alliance; b. formation of 
the Triple Entente; c. trials of strength between them, 
c. 3rd List. 
Note: Answer all the questions in Group I and any three questions in 
Group IT. Make all your answers specific and to the point. 

GROUP I 

1. a. What ten books would you recommend to a man who wished to 

a comprehensive idea of the history of the last hundred years? 
b. Explain clearly how you would proceed in preparing an exhaustive 
bibliography of "The Life and Times of John Redmond." (Note: 
give author, title and distinguishing characteristics of each work 
mentioned in your answer). 

2. Locate accurately on the outhne map and indicate in your answer- 
book the historical importance of each of the following: a. Saloniea; 
b. Algeciras; c. Sedan; d. Bessarabia; e. Sadowa; f. Albania; g. Kiel; 

h. Navarino; i. Metz; j. The Hague; k. Valmy. 

3. Arrange in chronological order and identify each of the following 
persons: a. Danton; b. Schwarzenberg; c. Mazzini; d. Caprivi: 
e. Cobden; f. Plehve; g. Talleyrand; h. Enver Bey. 

4. Napoleon came, he said, to preserve the "fruits of the Revolution". • 

a. What were the "fruits of the Revolution"? 

b. To what extent did he preserve them? 

5. a. What do you consider the leading results of the Industrial Revo- 
lution; b. -What part was played by- the Classical Economists in the 
attempts to remedy the evils of the Factory System? 

6. a. Give concise definitions of socialism, anarchism and syndicalism, 
b. Contrast and compare the socialist movements in France and 

Germany since 1871. 

GROUP II 

7. Compare Mirabeau and Robespierre in as many ways as you can. 

8. a. What are the main factors in the Near Eastern Question? 

b. Discuss the Pan-Serb (Jugo-Slav) movement. 

c. Describe the Revolution of 1908-1909 in Turkey. 

9. a. How did Great Britain obtain her colonies in the nineteenth cen- 

tury? 

b. Discuss Russian imperialism since 1815. 

c. In what ways, and with what results, have the British and Russian 
imperiaUstic policies eonfiicted? 

10. a. Trace the main features of Enghsh pohtical and constitutional 
history since 1865. 
b. What is the Irish Problem? What is your solution? 



Syllabus of Modern European History 153 

III. REVIEW QUESTIONS 
Second Semester: 

1. Make a comprehensive outline of the fundametal causes of the 
French Revolution. What were the immediate causes of the revolt? 
What do you consider the most important single cause of the Revo- 
lution? Could the Revolution have been averted? 

2. Compare the Constitutions of 1791 and 1795 as to a. general nature; 
b. provisions; c. signifieance. 

3. In what ways did the Constituent and Legislative Assemblies differ? 
Discuss the Reign of Terror as to: a. causes; b. leading events; 
e. purpose. Justify or condemn its use. 

4. What happened Oct. 1795; Sept. 2, 1792; July 14, 1789; June 20, 
1791; July, 1794; June 20, 1789; November, 1793; March, 1794; 
Sept. 22, 1792; May 31, 1793? 

5. Define taille, directory, cashiers, assignats, departments. Commune of 
Paris, Brunswick Manifesto, Civil Constitution of the Clergy, 
tribunate. National Guard. 

6. a. Trace the constructive legislation during the Revolution. 

b. What part did political parties or factions play in the Revolution? 

7. What was Napoleon's greatest achievement? His greatest blunder? 
When was he at the height of his power? What part did the Con- 
tinental system play in Napoleon's policies? (See Bourne, chapter 
xxi) . 

8. Describe five important battles which were fought by Napoleon. 
Describe the Napoleonic empire of 1807 as to area, government, 
and general strength. 

9. Why did Napoleon fail in Spain? in Russia? Why did Prussia rebel 
against his leadership? Why did Napoleon go to Egypt? Sell 
Louisiana? fit out the Boulogne flotilla? How did Napoleon care 
for his immediate family? To what extent did each of them succeed? 

10. Locate and show historical importance of Trafalgar, Aspern-Essling, 
Aboukir, Friedland, Auerstadt, Rivoli, Beresina, Fleurus, Leipzig, 
Bautzen, Vitoria. Note the 'territorial provisions of the treaties of 

' Basle (1795), Campo Formio (1797), Luneville (1801), Pressburg 
(1805), Tilsit (1807), Schoenbrunn (1809). 

11. Identify: Murat, Grouchy, Kutusov, Bennigsen, Ney, Archduke 
Charles, Schwarzenberg, Sir Arthur Wellesley. Make a Ust of 
ten other men who took a conspicuous part in the Revolutionary 
era and identify each. 

12. What do you consider the leading movements of the last 100 years? 
What period of time was covered by each? What was the relation 
between these great world movements? 

13. Compare the Congress of Vienna and the present Peace Conference 
as to a. personnel; b. general methods; c. insistent problems; and 

"d. territory in dispute. 

14. Indicate on the map the various nationahstic areas that have become 
vocal since 1910. What will be the probable effect of the rise of 
new nationalistic states upon the future of the great powers? 



154 Indiana University 

15. Outline the history of Europe 1820-1840; 1830-1860; 1908-1914; 
1870-1890; 1850-1880. 

16. Compare Napoleon I and Napoleon III in as many ways as possible. 

17. Describe ten important battles in the nineteenth century and show 
clearly the significance of each. 

18. Prepare a careful outUne of the reign of Louis Philippe ; Wilham II ; 
Alexander III; Victoria; Abdul Hamid II. 

19. Discuss the work of four important European Congresses in the last 
century. 

20. Compare the sociahstic movement in France and Germany since 
1871. 

21. Locate the following places and show their historical significance: 
Navarino, Custozza, Sebastopol, Sadowa, Lissa, Walfisch Bay, 
Gravelotte, Gallipoli, Saar Valley, Fiume, Omdurman, Mukden, 
Villafranca, Plombieres, Koweit, Saghalin, Birmingham, Agadir, 
Adowa, Ladysmith, Majuba Hill, Briey. 

22. Carefully identify: Guizot, Bernadotte, Caprivi, Pobyedonostsev, 
Rasputin, Kossuth, Thiers, Venezelos, Benigsen, Mazzini, Stein, 
Bakunin, Carson, Von Buelow, Talleyrand, Jaures, Gambetta, 
Salisbury, Deak, Chamberlain, Witte, Lloyd-George, Poincare, 
Lansdowne, Delcasse. 

23. Make a careful comparison of the character, pohcies, and achieve- 
ments of Bismarck and Napoleon I, Gladstone and Disraeli. 

24. Discuss the following as to causes, leading character, events, and 
results: First Austrian Campaign, Crimean War, Seven Years' War, 
Austro-Sardinian War, Second Russo-Turkish War, Russo-Japanese 
War and first Balkan War. 

25. Was Napoleon Bonaparte an asset or liabiUty to Europe? Bismarck? 
Cavour? Louis Napoleon? Francis Joseph? 

26. What do you understand by the "era of Metternich"? his policies? 
Why did he fail in his purposes? 

27. Compare the governments of Germany and France in as many ways 
as you can. How is Austria-Hungary governed? Russia? Italy? 
Great Britain? 

28. Explain the meaning of the following terms: Pan-Germanism, 
intervention, aitsgleich, delegations, plural voting. Open Door 
Policy, syndicalism, supernationalism, sabotage, interpellation. 

29. Explain the Agadir Incident, Dreyfus Case, Kulturkampf struggles, 
the Balkan Wars and show the significance of each. 

30. How did England and France secure their colonies in the 18th cen- 
tury? In what way did French and English differ in their colonial 
Doliey? 



